User Modeling in Human–Computer Interaction
User Modeling and User-Adapted Interaction
What can a mouse cursor tell us more?: correlation of eye/mouse movements on web browsing
CHI '01 Extended Abstracts on Human Factors in Computing Systems
Collaborative Representations: Supporting Face-to-Face and Online Knowledge-Building Discourse
HICSS '01 Proceedings of the 34th Annual Hawaii International Conference on System Sciences ( HICSS-34)-Volume 4 - Volume 4
Coherence and Interactivity in Text-Based Group Discussions around Web Documents
HICSS '04 Proceedings of the Proceedings of the 37th Annual Hawaii International Conference on System Sciences (HICSS'04) - Track 4 - Volume 4
ClaimSpotter: an environment to support sensemaking with knowledge triples
Proceedings of the 10th international conference on Intelligent user interfaces
Explicit referencing in chat supports collaborative learning
CSCL '05 Proceedings of th 2005 conference on Computer support for collaborative learning: learning 2005: the next 10 years!
Group Cognition: Computer Support for Building Collaborative Knowledge (Acting with Technology)
Group Cognition: Computer Support for Building Collaborative Knowledge (Acting with Technology)
Getting our head in the clouds: toward evaluation studies of tagclouds
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
An assessment of tag presentation techniques
Proceedings of the 16th international conference on World Wide Web
Top-down and bottom-up influences on learning from animations
International Journal of Human-Computer Studies
Seeing things in the clouds: the effect of visual features on tag cloud selections
Proceedings of the nineteenth ACM conference on Hypertext and hypermedia
An Analysis of Online Interaction Discourse in Knowledge Forum
CSSE '08 Proceedings of the 2008 International Conference on Computer Science and Software Engineering - Volume 05
Using online annotations to support error correction and corrective feedback
Computers & Education
Attention guidance during example study via the model's eye movements
Computers in Human Behavior
Fostering argumentative knowledge construction through enactive role play in Second Life
Computers & Education
Fading scripts in computer-supported collaborative learning: the role of distributed monitoring
CSCL'07 Proceedings of the 8th iternational conference on Computer supported collaborative learning
Comparison of Tag Cloud Layouts: Task-Related Performance and Visual Exploration
INTERACT '09 Proceedings of the 12th IFIP TC 13 International Conference on Human-Computer Interaction: Part I
Productive use of learning resources in an online problem-based learning environment
Computers in Human Behavior
Supporting interaction outside of class: anchored discussions vs. discussion boards
CSCL '02 Proceedings of the Conference on Computer Support for Collaborative Learning: Foundations for a CSCL Community
Awareness of group performance in a CSCL-environment: Effects of peer feedback and reflection
Computers in Human Behavior
HICSS '10 Proceedings of the 2010 43rd Hawaii International Conference on System Sciences
An investigation of student practices in asynchronous computer conferencing courses
Computers & Education
Attention cueing in an instructional animation: The role of presentation speed
Computers in Human Behavior
Computers in Human Behavior
Guiding knowledge communication in CSCL via group knowledge awareness
Computers in Human Behavior
Computers in Human Behavior
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Social interactions to supplement learning and asynchronous tools to facilitate exchange of quality ideas have gained much attention in information systems education. While various systems exist, students have difficulty with deep processing of complex instructional materials (e.g., concepts of a theory and pedagogical support mechanisms derived from a theory). This research proposes a theoretical framework that leverages attention guidance in a social constructivist approach to facilitate processing of central domain concepts, principles, and their interrelations. Using an open source anchored discussion system, we designed a set of instructor-based and peer-oriented attention guidance functionalities involving dynamic manipulation of text font size similar to tag clouds. We conducted an experimental study with two small groups of first-year doctoral students in a blended-learning classroom format. Students in the control group had no access to attention guidance functions. Students in the treatment group used instructor-based attention guidance functionality and then switched to peer-oriented attention guidance functionality. The evaluation compared focus, content, and sequential organization of students' online discussion messages with heat maps, content analysis, sequential analysis, and statistical discourse analysis to examine different facets of the phenomenon in a holistic way. The results show that in areas where students struggle to understand challenging concepts, instructor-based attention guidance functionality facilitated elaboration and negotiation of ideas, which is fundamental to higher order thinking. In addition, after switching to peer-oriented attention guidance functionality, students in the treatment group took the lead in pinpointing challenging concepts they did not previously understand. These findings indicate that instructor-based and peer-oriented attention guidance functionalities offer students an indirect way of focusing their attention on deep processing of challenging concepts in an inherently open learning environment. Implications for theory, software design, and future research are discussed.