How learners use awareness cues about their peer's knowledge?: insights from synchronized eye-tracking data

Authors:
Mirweis Sangin;Gaëlle Molinari;Marc-Antoine Nüssli;Pierre Dillenbourg
Affiliations:
Ecole Polytechnique Fédérale de Lausanne, School of Computer and Communication Sciences, CRAFT, Lausanne, Switzerland;Ecole Polytechnique Fédérale de Lausanne, School of Computer and Communication Sciences, CRAFT, Lausanne, Switzerland;Ecole Polytechnique Fédérale de Lausanne, School of Computer and Communication Sciences, CRAFT, Lausanne, Switzerland;Ecole Polytechnique Fédérale de Lausanne, School of Computer and Communication Sciences, CRAFT, Lausanne, Switzerland
Venue:
ICLS'08 Proceedings of the 8th international conference on International conference for the learning sciences - Volume 2
Year:
2008

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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.