Using dual eye-tracking to evaluate students' collaboration with an intelligent tutoring system for elementary-level fractions.

Autor/inn/en	Belenky, Daniel M.; Ringenberg, Michael; Olsen, Jennifer; Aleven, Vincent; Rummel, Nikol
Titel	Using dual eye-tracking to evaluate students' collaboration with an intelligent tutoring system for elementary-level fractions.
Quelle	Aus: Cognitive science meets artificial intelligence. Human and artificial agents in interactive contexts. 36th annual meeting of the Cognitive Science Society (CogSci 2014). Red Hook, NY: Curran (2014) S. 176-181 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-1-63439-116-0
Schlagwörter	Künstliche Intelligenz; Elementarbereich; Sekundarstufe I; Schüler; Schülerin; Kooperatives Lernen; Lernen; Lerngemeinschaft; Methodik; Computerprogramm; Intelligentes Tutorsystem; Lernsystem; Multimediales Lernen; Augenbewegung; Kollaboration; E-Learning; Konferenz; Konferenzschrift; Kongress; Statistische Analyse; Studie; Kanada; Québec
Abstract	As learning technologies proliferate, it is important for research to address how to best align instruction to educational goals. For example, recent evidence indicates that working collaboratively may have unique benefits for facilitating the acquisition of conceptual understanding, as opposed to procedural fluency [...]. To investigate this effect, [the authors] leverage and expand upon a new methodology, dual eye-tracking, to understand how collaborators' joint attention may impact learning in a collaboration-enabled intelligent tutoring system for fractions. [The authors] present results from a study in which 28 pairs of 4th and 5th grade students completed a set of either conceptually- or procedurally-oriented instructional activities in a school setting. Results indicate that students collaborating exhibited learning gains for conceptual knowledge, but not for procedural knowledge, and that more joint attention was related to learning gains. These results may inform the design of future learning technologies, and illustrate the utility of using dual eye-tracking to study collaboration. (Orig.).
Erfasst von	Externer Selbsteintrag
Update	2016/1