How teachers interpret displays of students’ gaze in reading comprehension assignments

Campen, C.A.N. Knoop-van; Kok, Esther T.; Doornik, Roos Van; Vries, Pam De; Immink, Marleen; Jarodzka, Halszka; Gog, Tamara van

doi:10.14786/flr.v9i4.881

Cited by 8 publications

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“…Recent werd ook de toepassingsmogelijkheid van gaze-displays voor het leesonderwijs nader verkend: deze statische weergaven van alle fixaties van een leerling op een tekst blijken docenten geen interpretatieproblemen op te leveren, waarmee ze mogelijk als bruikbaar didactisch instrument kunnen dienen (Knoop-Van Campen et al, 2021). Er lijkt echter een duidelijke inhoudelijke meerwaarde van EMME's boven dergelijke gaze-displays: in vergelijking daarmee staan EMME's immers leerlingen toe veel directer het leesproces van een model te volgen, met alle strategische stappen die dit model tijdens lezen zet -mits de EMME althans voorziet in duidelijk verhelderend audiocommentaar van het model (Jarodzka et al, 2013).…”

Section: Suggesties Voor Vervolgonderzoekunclassified

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Rooijackers¹

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There are currently many concerns about the declining reading comprehension of Dutch pupils. According to critics, this is partly because teachers often use ‘texts-with-questions’ in reading comprehension lessons. Indeed, these assignments do not teach pupils to read independently. Teachers should use realistic, purposeful reading assignments and reflect with pupils on how to approach these assignments. In the first part of this book, reading comprehension is analysed in pre-university pupils dealing with ‘texts-with-questions’. These relatively skilled readers read superficially; pre-reading and answering questions about a text are, mostly, separate thinking processes. For a correct answer it does not matter if pupils pre-read texts intensively. It does, however, matter if they can consult texts when answering questions. As such, pupils seem to practice how to answer comprehension questions rather than how to study texts independently. In the second part, an alternative lesson series on ‘deep comprehension’ is designed, based on recent international research. This series focuses on reading independently, realistically and purposefully; pre-university pupils reflect extensively on approaching challenging reading tasks. The lesson series is effective, provided that teachers actively manage reflective discussions. Then, pre-university pupils afterwards show a better understanding of texts and self-reportedly have altered their reading behaviour. The dissertation concludes with eleven recommendations to make reading comprehension lessons for the school subject Dutch more meaningful, up to date and reflective.

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“…This opens up possibilities for future use of gaze data in statistics education, for example in an intelligent tutoring system or teacher dashboard [cf. 13].…”

Section: Background Information On Eye‐trackingmentioning

confidence: 99%

Reflections on gaze data in statistics education

Boels

2023

Teaching Statistics

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Gaze data are still uncommon in statistics education despite their promise. Gaze data provide teachers and researchers with a new window into complex cognitive processes. This article discusses how gaze data can inform and be used by teachers both for their own teaching practice and with students. With our own eye-tracking research as an example, background information on eyetracking and possible applications of eye-tracking in statistics education is provided. Teachers indicated that our eye-tracking research created awareness of the difficulties students have when interpreting histograms. Gaze data showed details of students' strategies that neither teachers nor students were aware of. With this discussion paper, we hope to contribute to the future usage and implementation of gaze data in statistics education by teachers, researchers, educational and textbook designers, and students.

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“…Second, we can show learners where they themselves were looking to improve their self‐assessment and self‐regulated learning (Donovan, Manning, & Crawford, 2008 ; Eder et al., 2020 ; Henneman et al., 2014 ; Kok et al., 2022 ; Kok, Aizenman, Võ, & Wolfe, 2017 ; Kostons, van Gog, & Paas, 2009 ). A third possible application is to show teachers where students were looking to improve teachers’ assessment of students’ performance on a task (see Knoop‐van Campen et al., 2021 ; Špakov, Siirtola, Istance, & Räihä, 2017, e .g., in reading). Several researchers have investigated to what extent people can interpret visualizations of other people's gaze (Bahle, Mills, & Dodd, 2017 ; Emhardt, van Wermeskerken, Scheiter, & van Gog, 2020 ; Foulsham & Lock, 2015 ; Greene, Liu, & Wolfe, 2012 ; Van Wermeskerken, Litchfield, & van Gog, 2018 ; Zelinsky, Peng, & Samaras, 2013 ).…”

Section: Introductionmentioning

confidence: 99%

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

et al. 2023

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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

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How teachers interpret displays of students’ gaze in reading comprehension assignments

Cited by 8 publications

References 40 publications

Oog voor diep begrip

Oog voor diep begrip

Reflections on gaze data in statistics education

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

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