Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/416
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dc.contributor.authorSharma, Kshitij
dc.contributor.authorCaballero, Daniela
dc.contributor.authorVerma, Himanshu
dc.contributor.authorJermann, Patrick
dc.contributor.authorDillenbourg, Pierre
dc.date.accessioned2017-06-19T14:15:51Z
dc.date.accessioned2017-06-19T12:22:29Z-
dc.date.available2017-06-19T14:15:51Z
dc.date.available2017-06-19T12:22:29Z-
dc.date.issued2015-07
dc.identifier.citationSharma, K., Caballero, D., Verma, H., Jermann, P., & Dillenbourg, P. (2015). Looking AT versus Looking THROUGH: A Dual Eye-Tracking Study in MOOC Context In Lindwall, O., Häkkinen, P., Koschman, T. Tchounikine, P. Ludvigsen, S. (Eds.) (2015). Exploring the Material Conditions of Learning: The Computer Supported Collaborative Learning (CSCL) Conference 2015, Volume 1. Gothenburg, Sweden: The International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/cscl2015.250
dc.identifier.urihttps://repository.isls.org/handle/1/416-
dc.description.abstractWe present an eye-tracking study to show the different gaze patterns across the MOOC learners. We hypothesize that the pretests can be used to shape the attention of the students. Moreover we also proposed a collaborative add on activity to the learning material for the students to help them reflect on the material they learnt in the MOOC video. What comes out of the present study is two different interaction styles that differentiate the good students from the poor students. The good students engage with the teacher/collaborating partner through the interface/display. While the poor students engage with the material only. We name these two interaction styles as “looking through” and “looking at” respectively.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences, Inc. [ISLS].en_US
dc.titleLooking AT versus Looking THROUGH: A Dual Eye-Tracking Study in MOOC Contexten_US
dc.typeBook chapteren_US
Appears in Collections:CSCL 2015

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