ScanGraph: A Novel Scanpath Comparison Method Using Visualisation of Graph Cliques

Doležalová, Jitka; Popelka, S

doi:10.16910/jemr.9.4.5

Cited by 41 publications

(17 citation statements)

References 21 publications

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“…We then generated scanpaths for each of the eight teaching events, whereby the built-in saccade and fixation detector of SMI BeGaze 3.4 (see details: SensoMotoric Instruments, 2017) was used. The raw eye-tracking data were converted into strings using the conversion application smi2ogama (Dolezalova and Popelka, 2016), meaning that the fixation sequence was recoded into a sequence of strings representing the fixation locations. Finally, we obtained multiple scanpaths as strings (e.g., TEKBP) for every participant and each of the eight teaching events extracted from the two different classroom context scenes described above.…”

Section: Discussionmentioning

confidence: 99%

Identifying Expert and Novice Visual Scanpath Patterns and Their Relationship to Assessing Learning-Relevant Student Characteristics

2021

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The paper addresses cognitive processes during a teacher's professional task of assessing learning-relevant student characteristics. We explore how eye-movement patterns (scanpaths) differ across expert and novice teachers during an assessment situation. In an eye-tracking experiment, participants watched an authentic video of a classroom lesson and were subsequently asked to assess five different students. Instead of using typically reported averaged gaze data (e.g., number of fixations), we used gaze patterns as an indicator for visual behavior. We extracted scanpath patterns, compared them qualitatively (common sub-pattern) and quantitatively (scanpath entropy) between experts and novices, and related teachers' visual behavior to their assessment competence. Results show that teachers' scanpaths were idiosyncratic and more similar to teachers of the same expertise group. Moreover, experts monitored all target students more regularly and made recurring scans to re-adjust their assessment. Lastly, this behavior was quantified using Shannon's entropy score. Results indicate that experts' scanpaths were more complex, involved more frequent revisits of all students, and that experts transferred their attention between all students with equal probability. Experts' visual behavior was also statistically related to higher judgment accuracy.

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Section: Discussionmentioning

confidence: 99%

Identifying Expert and Novice Visual Scanpath Patterns and Their Relationship to Assessing Learning-Relevant Student Characteristics

2021

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“…Scanpath analysis promises rich information regarding to spatial and temporal characteristics of eye movements and contributes to understanding individual differences in a more systematic way (e.g. Anderson, Anderson, Kingstone, & Bischof, 2014;Dolezalova, & Popelka, 2016).…”

Section: Discussionmentioning

confidence: 99%

Digital sketch maps and eye tracking statistics as instruments to obtain insights into spatial cognition

Keskin

Ooms

Doğru

et al. 2018

JEMR

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This paper explores map users’ cognitive processes in learning, acquiring and remembering information presented via screen maps. In this context, we conducted a mixed-methods user experiment employing digital sketch maps and eye tracking. On the one hand, the performance of the participants was assessed based on the order with which the objects were drawn and the influence of visual variables (e.g. presence & location, size, shape, color). On the other hand, trial durations and eye tracking statistics such as average duration of fixations, and number of fixations per seconds were compared. Moreover, selected AoIs (Area of Interests) were explored to gain a deeper insight on visual behavior of map users. Depending on the normality of the data, we used either two-way ANOVA or Mann-Whitney U test to inspect the significance of the results. Based on the evaluation of the drawing order, we observed that experts and males drew roads first whereas; novices and females focused more on hydrographic object. According to the assessment of drawn elements, no significant differences emerged between neither experts and novices, nor females and males for the retrieval of spatial information presented on 2D maps with a simple design and content. The differences in trial durations between novices and experts were not statistically significant while both studying and drawing. Similarly, no significant difference occurred between female and male participants for either studying or drawing. Eye tracking metrics also supported these findings. For average duration of fixation, there was found no significant difference between experts and novices, as well as between females and males. Similarly, no significant differences were found for the mean number of fixation.

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“…It would be possible to study also other aspects, e.g. applying data from OGAMA into ScanGraph (Dolezalova & Popelka, 2016) that analyses gaze transitions between AOI and compare them with sequence of the mostly gifted respondent. We assume that the features of the ScanGraph will be used in our future studies.…”

Section: Resultsmentioning

confidence: 99%

Visualisation and interpretation of student strategies in solving natural science-based tasks using the eye-tracker

Škrabánková

Laš

Bujok

2018

JEMR

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This paper presents a research on students using the Gazepoint device to visualise the practices and strategies that students used in order to solve assignments in the disciplines of natural science. The analysis of visual perception of students is complemented by a questionnaire survey for a group of respondents aged 15-16. The essence of the study was to find out how the students proceeded in monitoring assignments displayed on the screen, how they continued working with the assignments, and whether the layout of the schematics, tables and applied images affected students ‘correctness for the solution. The main aim of the research was to find some similar segments in the experimental data and obtained clusters that would suggest a similar approach of problem solving by students – respondents, and to find out if, and possibly how, some strategies in the assignments differ for the talented students from the standard pupil population and compare the outcomes with students’ characteristics. The other aim of study was to confirm the presence of gifted students in natural sciences in a given sample of respondents on the basis of eye-tracking technology. Also on the basis of similarities in assigned task solving the aim was to find other students who can be seen similarly to the gifted ones from a view of e.g. physiological dynamics of eyes of the students in the context of the given selected seven tasks in the area of the chemical elements identification. For both groups of students, some basic measures are proposed to increase the efficiency of students‘ work with an assignment displayed on a computer screen. Our results show that in the task solving, one gifted student was identified next to a cluster of four similarly performing students on the basis of eye-movements parameters.

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ScanGraph: A Novel Scanpath Comparison Method Using Visualisation of Graph Cliques

Cited by 41 publications

References 21 publications

Identifying Expert and Novice Visual Scanpath Patterns and Their Relationship to Assessing Learning-Relevant Student Characteristics

Identifying Expert and Novice Visual Scanpath Patterns and Their Relationship to Assessing Learning-Relevant Student Characteristics

Digital sketch maps and eye tracking statistics as instruments to obtain insights into spatial cognition

Visualisation and interpretation of student strategies in solving natural science-based tasks using the eye-tracker

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