Proceedings of the 2004 symposium on Eye tracking research & applications
Eye-tracking to model and adapt to user meta-cognition in intelligent learning environments
Proceedings of the 11th international conference on Intelligent user interfaces
Visual Attention in Open Learner Model Presentations: An Eye-Tracking Investigation
UM '07 Proceedings of the 11th international conference on User Modeling
STyLE-OLM: Interactive Open Learner Modelling
International Journal of Artificial Intelligence in Education - "Caring for the Learner" in honour of John Self
Evaluating the Effect of Open Student Models on Self-Assessment
International Journal of Artificial Intelligence in Education
Who is the expert? analyzing gaze data to predict expertise level in collaborative applications
ICME'09 Proceedings of the 2009 IEEE international conference on Multimedia and Expo
Exploring eye tracking to increase bandwidth in user modeling
UM'05 Proceedings of the 10th international conference on User Modeling
“Yes!”: using tutor and sensor data to predict moments of delight during instructional activities
UMAP'10 Proceedings of the 18th international conference on User Modeling, Adaptation, and Personalization
Fifteen years of constraint-based tutors: what we have achieved and where we are going
User Modeling and User-Adapted Interaction
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There is sufficient evidence to show that allowing students to see their own student model is an effective learning and metacognitive strategy. Different tutors have different representations of these open student models, all varying in complexity and detail. EER-Tutor has a number of open student model representations available to the student at any particular time. These include skill meters, kiviat graphs, tag clouds, concept hierarchies, concept lists, and treemaps. Finding out which representation best helps the student at their level of expertise is a difficult task. Do they really understand the representation they are looking at? This paper looks at a novel way of using eye gaze tracking data to see if such data provides us with any clues as to how students use these representations and if they understand them.