Eye-tracking for user modeling in exploratory learning environments: An empirical evaluation
Knowledge-Based Systems
Proceedings of the 13th international conference on Intelligent user interfaces
Developing a generalizable detector of when students game the system
User Modeling and User-Adapted Interaction
Adaptive Educational Games: Providing Non-invasive Personalised Learning Experiences
DIGITEL '08 Proceedings of the 2008 Second IEEE International Conference on Digital Game and Intelligent Toy Enhanced Learning
Serious Use of a Serious Game for Language Learning
Proceedings of the 2007 conference on Artificial Intelligence in Education: Building Technology Rich Learning Contexts That Work
Investigating the Utility of Eye-Tracking Information on Affect and Reasoning for User Modeling
UMAP '09 Proceedings of the 17th International Conference on User Modeling, Adaptation, and Personalization: formerly UM and AH
Evaluating Adaptive Feedback in an Educational Computer Game
IVA '09 Proceedings of the 9th International Conference on Intelligent Virtual Agents
Practical, appropriate, empirically-validated guidelines for designing educational games
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Interacting with a gaze-aware virtual character
Proceedings of the 2010 workshop on Eye gaze in intelligent human machine interaction
Using tutors to improve educational games
AIED'11 Proceedings of the 15th international conference on Artificial intelligence in education
Building Intelligent Interactive Tutors: Student-centered strategies for revolutionizing e-learning
Building Intelligent Interactive Tutors: Student-centered strategies for revolutionizing e-learning
ITS'06 Proceedings of the 8th international conference on Intelligent Tutoring Systems
Understanding student attention to adaptive hints with eye-tracking
UMAP'11 Proceedings of the 19th international conference on Advances in User Modeling
An extensible micro-world for learning in the data networking professions
Information Sciences: an International Journal
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We present a user study to investigate which factors affect student attention to user-adaptive hints during interaction with an educational computer game. The game is Prime Climb, an educational game designed to provide individualized support for learning number factorization skills in the form of hints based on a model of student learning. We use eye-tracking data to capture user attention patterns on the game adaptive-hints, and present results on how these patterns are impacted by factors related to existing user knowledge, hint timing, and attitude toward getting help in general. We plan to leverage these results in the future for making hint delivery adaptive to these factors.