Student’s Perspective and Teachers’ Metacognition: Applications of Eye-Tracking in Education and Scientific Research in Schools (original) (raw)
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2006
This pilot study investigated the capacity of eye‐gaze tracking to identify differences in problem‐solving behaviours within a group of individuals who possessed varying degrees of knowledge and expertise in three disciplines of science (biology, chemistry and physics). The six participants, all pre‐service science teachers, completed an 18‐item multiple‐choice science assessment while having their eye‐gaze tracked and recorded.
Eye Movements Reveal Students’ Strategies in Simple Equation Solving
International Journal of Science and Mathematics Education, 2014
Equation rearrangement is an important skill required for problem solving in mathematics and science. Eye movements of 40 university students were recorded while they were rearranging simple algebraic equations. The participants also reported on their strategies during equation solving in a separate questionnaire. The analysis of the behavioral and eye tracking data, namely the accuracy, reaction times, and the number of fixations, revealed that the participants improved their performance during the time course of the measurement. The type of equation also had a significant effect on the score. The results indicated that the number of fixations represents a reliable and sensitive measure that can give valuable insights into participants' flow of attention during equation solving. A correlation between the number of fixations and participants' efficiency in equation solving was found, suggesting that the more efficient participants developed adequate strategies, i.e. "knew where to look." The comparison of eye movement data and questionnaire reports was used for assessing the validity of participants' metacognitive insights. The measures derived from eye movement data were found to be more objective and reliable than the participants' reports. These results indicate that the measurement of eye movements provides insights into otherwise unavailable cognitive processes and may be used for exploring problem difficulty, student expertise, and metacognitive processes.
2021
Studies that investigate teacher attention via eye-tracking methodology display variety in their reporting styles and consideration of their data quality. This may be due to the fact that eye-tracking has been newly introduced in teacher research, and systematic guidelines are not yet established. This especially accounts for the influence of the quality of the raw data (i.e., accuracy level) and the way that the raw data is processed through the drawing of dynamic areas of interest (AOIs) in video stimuli. The present study investigates the influence of various accepted accuracy levels on the number of fixations and three variations of AOI drawings (student shape, indicated by outlined areas; face, indicated by ovals; and student area, indicated by rectangles) on common eye-tracking metrics: number of fixations, glances, and fixation duration. Sixty-two participants observed a video stimulus with five marked students as the targeted AOIs. A one-way ANOVA was conducted to examine th...
Teachers' Responses to Children's Eye Gaze
Educational Psychology, 2007
When asked questions, children often avert their gaze. Furthermore the frequency of such gaze aversion (GA) is related to the difficulty of cognitive processing (Doherty-Sneddon, Bruce, Bonner, Longbotham & Doyle 2002), suggesting that GA is a good indicator of children's thinking and comprehension. However, little is known about how teachers detect and interpret such gaze signals. In Study 1 teaching interactions were analysed to determine teachers' responses to different patterns of children's eye gaze. In Study 2 a different group of teachers completed a questionnaire assessing teachers' awareness of GA in determining children's thinking, understanding and interest. Results showed that teachers did not typically respond to children's GA in predicted ways and did not associate GA with children's thinking. However when asked explicitly about GA cues they made predictions relating to question difficulty and children's thinking in line with empirical work (Doherty-Sneddon et al., 2002). We conclude that whilst teachers have an implicit understanding of GA cues, they typically do not make full use of such cues during classroom teaching. 3 During difficult cognitive activity (e.g., remembering information, thinking of an answer to a question, speech-planning, speaking) we often close our eyes, look up at the sky, or look away from the person we are
Do Students' Eye Movements Reveal Their Strategies for Solving Physics Problems?
Research has shown that students use different strategies to solve physics problems. We tracked college students' eyes movements as they solved physics problems and compared their allocation of visual attention with the solution strategies that they used. Each problem had two graphs illustrating a situation and students were asked to find a quantitative solution, describing aloud their solution method. We coded each solution strategy as using equations, graphs, or both equations and graphs. These strategies align with the Johnson-Laird cognitive framework that categorizes student's as using propositional representations, mental images and mental models.
2015
The main purpose of this study is to compare the problem solving processes of mathematically gifted and underperforming students by utilizing eye-tracking methodologies. We have found the following differenti-ators between the groups: (a) time of the analysis of the problem's wording, (b) the number and placement of fixations, (c) the number of fixations while analysing the text of the problem. We also prove that total amount of time of solving a problem is not an important differentiating parameter; speed is not a characteristic of mathematically gifted students.
Observing students’ problem solving strategies in mechanics by eye-tracking method
Scientia in educatione
The paper is focused on observation of students’ problem solving strategies when solving concept cartoons tasks testing their understanding of the 1st and 2nd Newton’s law. Students’ solving process was recorded by an eye-tracker and, based on their tracked eyemovements, analysis of their approaches was provided. Students solved tasks from the R-FCI test as well. Detailed analysis of the solutions of four high-school students, one college student and one teacher was provided.
A review of using eye-tracking technology in exploring learning from 2000 to 2012
2013
This study aims to disclose how eye-tracking technology has been applied to studies of learning, and what eye movement measures have been used for investigations by reviewing studies that have employed the eye-tracking approach. A total of 81 papers including 113 studies were selected from the Social Sciences Citation Index database from 2000 to 2012. Content analysis showed that eye movements and learning were studied under the following seven themes: patterns of information processing, effects of instructional design, reexamination of existing theories, individual differences, effects of learning strategies, patterns of decision making, and conceptual development. As for eye-tracking measurements, the most often used indices were temporal measures, followed by count and spatial measures, although the choice of measures was often motivated by the specific research question. Research development trends show that the use of the eye-tracking method has proliferated recently. This study concludes that the eye-tracking method provides a promising channel for educational researchers to connect learning outcomes to cognitive processes.
Using Eye Tracking for Research on Learning and Computational Thinking
HCI in Games: Serious and Immersive Games, 2021
This paper presents a conceptual discussion of the theoretical constructs and perspectives in relation to using eye tracking as an assessment and research tool of computational thinking. It also provides a historical review of major mechanisms underlying the current eye-tracking technologies, and a technical evaluation of the setup , the data capture and visualization interface, the data mining mechanisms, and the functionality of freeware eye trackers of different genres. During the technical evaluation of current eye trackers, we focus on gauging the versatility and accuracy of each tool in capturing the targeted cognitive measures in diverse task and environmental settings-static versus dynamic stimuli, in-person or remote data collection, and individualistic or collaborative learning space. Both theoretical frameworks and empirical review studies on the implementation of eye-tracking suggests that eye-tracking is a solid tool or approach for studying computational thinking. However, due to the current constraints of eye-tracking technologies, eye-tracking is limited in acting as an accessible and versatile tool for tracking diverse learners' naturalistic interactions with dynamic stimuli in an open-ended, complex learning environment.
Educational Psychology Review
Reciprocal eye contact is a significant part of human interaction, but its role in classroom interaction has remained unexplored, mostly due to methodological issues. A novel approach in educational science, multiple-person mobile gaze-tracking, allows us to gather data on these momentary processes of nonverbal interaction. The current mixed-method case study investigates the role of teacher-student eye contact in interpersonal classroom interaction using this methodological approach from three mathematics lessons. We combined gaze-tracking data with classroom videos, which we analyzed with continuous coding of teachers’ interpersonal behavior. Our results show that teacher communion and agency affect the frequency and durations of teachers and students’ gazes at each other. Students tend to gaze their teachers more during high teacher communion and low agency, but qualitative and quantitative differences between the teachers and their classes emerged as well. To conclude, the forma...