Gaze collaboration patterns of successful and unsuccessful programming pairs using cross-recurrence quantification analysis

Villamor, Maureen; Rodrigo, Ma. Mercedes T.

doi:10.1186/s41039-019-0118-z

Cited by 5 publications

(3 citation statements)

References 22 publications

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“…Therefore, it is necessary to examine student groups' discourses, in-class behaviors, and computer operations from a process-oriented perspective, to fully understand the details of collaborative programming. Previous studies have examined the temporal change of the groups' verbal and embodied actions in STEM education (Riikonen et al, 2020), the student-student and student-instructor interactions during collaborative process (Kynigos & Diamantidis, 2022) and the groups' gaze patterns during pairs programming processes (Villamor & Rodrigo, 2019). More importantly, the focus of the current research is to examine the immediate uptake and delayed use of instructor scaffoldings, which in particular focuses on the temporal attributes and requires a detailed examination of the change process (Gidalevich & Kramarski, 2019;Holmes et al, 2014;Jadallah et al, 2011).…”

Section: Literature Reviewmentioning

confidence: 99%

Applying multimodal learning analytics to examine the immediate and delayed effects of instructor scaffoldings on small groups’ collaborative programming

2022

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Background Instructor scaffolding is proved to be an effective means to improve collaborative learning quality, but empirical research indicates discrepancies about the effect of instructor scaffoldings on collaborative programming. Few studies have used multimodal learning analytics (MMLA) to comprehensively analyze the collaborative programming processes from a process-oriented perspective. This research conducts a MMLA research to examine the immediate and delayed effects of instructor scaffoldings on small groups’ collaborative programming in K-12 education context with an aim to provide research, analytics, and pedagogical implications. Results The results indicated that the instructor provided five types of scaffoldings from the social, cognitive, and metacognitive dimensions, and groups had seven types of responses (i.e., immediate uptake and delayed use) to five instructor scaffoldings, ranging from the low-to-medium and high level of cognitive engagement. After the scaffolding was faded, groups used the content from the high-control cognitive scaffolding frequently to solve problems in a delayed way, but groups did not use the instructor’s scaffolding content from the social and low-control cognitive scaffoldings from the pedagogical perspective, instructors should consider scaffolding types, group states and characteristics, as well as the timing of scaffolding to better design and facilitate collaborative programming. From an analytical perspective, MMLA was proved to be conducive to understand collaborative learning from social, cognitive, behavioral, and micro-level dimensions, such that instructors can better understand and reflect on the process of collaborative learning, and use scaffoldings more skillfully to support collaborative learning. Conclusions Collaborative programming is encouraged to be integrated in STEM education to transform education from the instructor-directed lecturing to the learner-centered learning. Using MMLA methods, this research provided a deep understanding of the immediate and delayed effects of instructor scaffoldings on small groups’ collaborative programming in K-12 STEM education from a process-oriented perspective. The results showed that various instructor scaffoldings have been used to promote groups’ social and cognitive engagement. Instructor scaffoldings have delayed effects on promoting collaborative programming qualities. It is highly suggested that instructors should integrate scaffoldings to facilitate computer programming education and relevant research should apply MMLA to reveal details of the process of collaboration.

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Section: Literature Reviewmentioning

confidence: 99%

Applying multimodal learning analytics to examine the immediate and delayed effects of instructor scaffoldings on small groups’ collaborative programming

2022

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“…Nowadays, applications of CRQA are very prominent in joint action research investigating the coupling of behaviours. Particularly, CRQA has been used to investigate the correlation of parent-child interaction [31], hand movement and speech properties development [32], social interaction [33], or gaze behaviour analysis [34,35].…”

Section: Introductionmentioning

confidence: 99%

Assessment of Visual Motor Integration via Hand-Drawn Imitation: A Pilot Study

Zhang

Guo

et al. 2023

Electronics

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Copious evidence shows that impaired visual–motor integration (VMI) is intrinsically linked to the core deficits of autism spectrum disorder (ASD) and associated with an anomalous social capability. Therefore, an effective evaluation method of visual–motor behaviour can provide meaningful insight into the evaluation of VMI towards social capability. The current pilot study aims to explore the appropriate quantified metrics for evaluating VMI ability based on a hand-drawn imitation protocol. First, a simple and interesting hand-drawn protocol was designed, and six healthy participants were recruited to perform the task. Then, based on the collected hand–eye behaviour data, several metrics were applied to infer the participant’s social capability and VMI in engagement and visual–motor complexity based on hand–eye properties with Hausdorff distance and cross-recurrence quantification analysis (CRQA). Finally, those quantified metrics were verified through statistical significance. This study proposed a set of quantitative metrics to construct a comprehensive VMI evaluation, including outcome and progress measures. The results revealed the proposed method as a directly interpretable indicator providing a promising computational framework and biomarker for VMI evaluation, paving the way for its future use in ASD diagnosis and guiding intervention.

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“…Since student experiments are often conducted in groups of two or three students, one possible reason for the lower learning success could be that the students do not collaborate sufficiently with each other. Since information is not available a priori in experiments, but must first be identified or generated in the experimental learning environment (e.g., by reading off measured values), coordination of visual attention should be essential for successful collaboration, which has already been empirically demonstrated for other learning activities, especially problem solving (e.g., [10][11][12][13]).…”

Section: Introductionmentioning

confidence: 99%

Using mobile eye tracking to capture joint visual attention in collaborative experimentation

Becker¹,

Mukhametov²,

Pawels³

et al. 2021

2021 Physics Education Research Conference Proceedings

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Experiments are of central importance for the natural sciences in general and in science education in particular, but the learning gains that teachers expect from them often fall short of expectations. This is especially true for student experiments, which are often conducted in dyads or small groups. In such a collaborative form of experimentation, the successful execution of the experiment and thus the achievement of the goals of the learning activity also depends on the cooperation of the students, so that a lack of learning success can also be caused by insufficient collaboration. In this study, mobile eye trackers were used with N = 40 students to record gaze behavior during collaborative experimentation in the context of geometrical optics in order to investigate the influence of Joint Visual Attention (JVA) on learning success during experimentation. A significant relationship between JVA and learning gains was found for the setup phase with respect to experiment setup. The results show that especially during the setup of the experiment a successful collaboration of the experiment partners is of high importance for later successful execution of the experiment and thus support measures in this phase, such as the targeted directing of the attention of both experiment partners, could lead to an increase of the learning gain.

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Gaze collaboration patterns of successful and unsuccessful programming pairs using cross-recurrence quantification analysis

Cited by 5 publications

References 22 publications

Applying multimodal learning analytics to examine the immediate and delayed effects of instructor scaffoldings on small groups’ collaborative programming

Applying multimodal learning analytics to examine the immediate and delayed effects of instructor scaffoldings on small groups’ collaborative programming

Assessment of Visual Motor Integration via Hand-Drawn Imitation: A Pilot Study

Using mobile eye tracking to capture joint visual attention in collaborative experimentation

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