Did You Get That? Predicting Learners' Comprehension of a Video Lecture from Visualizations of Their Gaze Data

Autor/inn/en	Kok, Ellen M.; Jarodzka, Halszka; Sibbald, Matt; van Gog, Tamara
Titel	Did You Get That? Predicting Learners' Comprehension of a Video Lecture from Visualizations of Their Gaze Data
Quelle	In: Cognitive Science, 47 (2023) 2, (39 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kok, Ellen M.) ORCID (Jarodzka, Halszka) ORCID (Sibbald, Matt)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0364-0213
DOI	10.1111/cogs.13247
Schlagwörter	Prediction; Listening Comprehension; Video Technology; Lecture Method; Multimedia Instruction; Eye Movements; Online Courses; Teacher Student Relationship; Technology Uses in Education + Suchen Sie Ihr Suchwort? Vorhersage; Hörverständnis; Multimediales Lernen; Augenbewegung; Online course; Online-Kurs; Teacher student relationships; Lehrer-Schüler-Beziehung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	In online lectures, unlike in face-to-face lectures, teachers lack access to (nonverbal) cues to check if their students are still "with them" and comprehend the lecture. The increasing availability of low-cost eye-trackers provides a promising solution. These devices measure unobtrusively where students look and can visualize these data to teachers. These visualizations might inform teachers about students' level of "with-me-ness" (i.e., do students look at the information that the teacher is currently talking about) and comprehension of the lecture, provided that (1) gaze measures of "with-me-ness" are related to comprehension, (2) people not trained in eye-tracking can predict students' comprehension from gaze visualizations, (3) we understand how different visualization techniques impact this prediction. We addressed these issues in two studies. In Study 1, 36 students watched a video lecture while being eye-tracked. The extent to which students looked at relevant information and the extent to which they looked at the same location as the teacher both correlated with students' comprehension (score on an open question) of the lecture. In Study 2, 50 participants watched visualizations of students' gaze (from Study 1), using six visualization techniques (dynamic and static versions of scanpaths, heatmaps, and focus maps) and were asked to predict students' posttest performance and to rate their ease of prediction. We found that people can use gaze visualizations to predict learners' comprehension above chance level, with minor differences between visualization techniques. Further research should investigate if teachers can act on the information provided by gaze visualizations and thereby improve students' learning. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01