Please use this identifier to cite or link to this item:
https://repository.isls.org//handle/1/924
Title: | “With-Me-Ness”: A Gaze-Measure for Students’ Attention in MOOCs |
Authors: | Sharma, Kshitij Jermann, Patrick Dillenbourg, Pierre |
Issue Date: | Jun-2014 |
Publisher: | Boulder, CO: International Society of the Learning Sciences |
Citation: | Sharma, K., Jermann, P., & Dillenbourg, P. (2014). “With-Me-Ness”: A Gaze-Measure for Students’ Attention in MOOCs. In Joseph L. Polman, Eleni A. Kyza, D. Kevin O'Neill, Iris Tabak, William R. Penuel, A. Susan Jurow, Kevin O'Connor, Tiffany Lee, and Laura D'Amico (Eds.). Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014. Volume 2. Colorado, CO: International Society of the Learning Sciences, pp. 1017-1021. |
Abstract: | We propose a gaze-based indicator of students' attention in a MOOC video lecture. We report the results from an eye-tracking study during a MOOC lecture. We define the gaze- based indicator of students' attention as "with-me-ness". This answers a question from teachers' perspective "how much are the students with me?" With-me-ness is defined at two levels: perceptual, following teacher's deictic acts- and conceptual following teacher discourse. We conducted an experiment with 40 participants and observed a significant and positive correlation between the two levels of with-me-ness and the posttest scores. |
URI: | https://doi.dx.org/10.22318/icls2014.1017 https://repository.isls.org//handle/1/924 |
Appears in Collections: | ICLS2014 |
Files in This Item:
File | Size | Format | |
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1017-1021.pdf | 381.31 kB | Adobe PDF | View/Open |
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