Using Dual Eye-Tracking Measures to Differentiate between Collaboration on Procedural and Conceptual Learning Activities [Konferenzbericht] Paper presented at the International Conference on Computer Supported Collaborative Learning (10th, Madison, WI, Jun 15-19, 2013).

Autor/inn/en	Belenky, Daniel; Ringenberg, Michael; Olsen, Jennifer; Aleven, Vincent; Rummel, Nikol
Titel	Using Dual Eye-Tracking Measures to Differentiate between Collaboration on Procedural and Conceptual Learning Activities [Konferenzbericht] Paper presented at the International Conference on Computer Supported Collaborative Learning (10th, Madison, WI, Jun 15-19, 2013).
Quelle	(2013), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Eye Movements; Cooperative Learning; Hypothesis Testing; Learning Activities; Concept Formation; Skill Development; Fractions; Mathematics Instruction; Elementary School Mathematics; Technology Uses in Education; Educational Technology; Intelligent Tutoring Systems; Grade 4; Problem Solving + Suchen Sie Ihr Suchwort? Augenbewegung; Kooperatives Lernen; Hypothesenprüfung; Hypothesentest; Lernaktivität; Concept learning; Begriffsbildung; Kompetenzentwicklung; Qualifikationsentwicklung; Bruchrechnung; Mathematics lessons; Mathematikunterricht; Elementare Mathematik; Schulmathematik; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Intelligentes Tutorsystem; School year 04; 4. Schuljahr; Schuljahr 04; Problemlösen
Abstract	Dual eye-tracking measures enable novel ways to test predictions about collaborative learning. For example, the research project we are engaging in uses measures of gaze recurrence to help understand how collaboration may differ when students are completing various learning activities focused on different learning objectives. Specifically, we hypothesize that collaboration may be particularly beneficial for facilitating the development of conceptual knowledge, but perhaps less optimal for the development of procedural skills. As one test of this hypothesis, we anticipate that dyads working on a conceptual problem should show longer, more sustained periods of gaze convergence, as opposed to dyads working on procedural problems. We present preliminary data from one dyad that supports this hypothesis. Additionally, we discuss other potential uses for dual eye-tracking data in the context of our larger research project. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01