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|Title:||How Learners Use Awareness Cues About Their Peer’s Knowledge? Insights from Synchronized Eye-Tracking Data|
|Publisher:||International Society of the Learning Sciences, Inc.|
|Citation:||Sangin, M., Molinari, G., Nuessli, M., & Dillenbourg, P. (2008). How Learners Use Awareness Cues About Their Peer’s Knowledge? Insights from Synchronized Eye-Tracking Data. In Kanselaar, G., Jonker, V., Kirschner, P. A., & Prins, F. J. (Eds.), International Perspectives in the Learning Sciences: Cre8ing a learning world. Proceedings of the Eighth International Conference for the Learning Sciences – ICLS 2008, Volumes 2 (pp. 287-294). Utrecht, The Netherlands: International Society of the Learning Sciences.|
|Abstract:||In an empirical study, eye-gaze patterns of pairs of students were recorded and analyzed in a remote situation where they had to build a concept map collaboratively. They were provided (or not), with a knowledge awareness tool that provided learner A with learner B's level of knowledge measured through a pre-test. Previous results showed that the awareness tool positively affected learning gain by enhancing the production of elaborative talk and knowledge negotiation. In the present paper, we describe the actual use of a knowledge awareness tool during the course of interaction by analyzing the gaze paths recorded during the experiment and how they relate to learning performance and verbal interactions. The results showed that learners refer to the knowledge awareness tool episodically during the course of collaboration, mainly to assess the epistemic value of the information provided by the peer, especially when the peer seems uncertain about his understanding. The potential of the synchronized eye-tracking method for research in computer supported collaborative learning is discussed.|
|Appears in Collections:||ICLS 2008|
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