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Stimuli-Based Gaze Analytics to Enhance Motivation and Learning in MOOCs

Sharma, Kshitij; Dillenbourg, Pierre; Giannakos, Michail
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Sharma.pdf (413.2Kb)
Permanent lenke
https://hdl.handle.net/11250/2648299
Utgivelsesdato
2019
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  • Institutt for datateknologi og informatikk [5023]
  • Publikasjoner fra CRIStin - NTNU [26736]
Originalversjon
10.1109/ICALT.2019.00052
Sammendrag
The interaction with the various learners in a Massive Open Online Course (MOOC) is often complex. Contemporary MOOC learning analytics relate with click-streams, keystrokes and other user-input variables. Such variables however, do not always capture learners' learning and behavior (e.g., passive video watching). In this paper, we present a study with 40 students who watched a MOOC lecture while their eye-movements were being recorded. We then proposed a method to define stimuli-based gaze variables that can be used for any kind of stimulus. The proposed stimuli-based gaze variables indicate students' attention (i.e., with-me-ness), at the perceptual (following teacher's deictic acts) and conceptual levels (following teacher discourse). In our experiment, we identified a significant mediation effect of the two levels of with-me-ness on the relation between students' motivation and their learning performance. Such variables enable common measurements for the different kind of stimuli present in distinct MOOCs. Our long-term goal is to create student profiles based on their performance and learning strategy using stimuli-based gaze variables and to provide students gaze-aware feedback to improve overall learning process.
Utgiver
Institute of Electrical and Electronics Engineers (IEEE)

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