WHEN DOES VISUAL INFORMATION BECOME RELEVANT IN A DYNAMIC PROBLEM SOLVING TASK IN THE CLASSROOM? – AN EYE TRACKING CASE STUDY

Enrique Garcia Moreno-Esteva; Markku Sakari Hannula; Miika Toivanen

WHEN DOES VISUAL INFORMATION BECOME RELEVANT IN A DYNAMIC PROBLEM SOLVING TASK IN THE CLASSROOM? – AN EYE TRACKING CASE STUDY

Enrique Garcia Moreno-Esteva, Markku Sakari Hannula, Miika Toivanen

Tutkimustuotos: Artikkeli kirjassa/raportissa/konferenssijulkaisussa › Konferenssiartikkeli › Ammatillinen

Abstrakti

We discuss a case study in which we use a mobile gaze tracking device to determine what a student looks at in class while he is trying to solve a problem following a presentation on a screen - in which the visual information changes frequently - and using a tablet. Our most significant finding is that visual elements that move, or teacher gestures that can be observed through a document camera seem to attract student visual attention to the extent that the student may fail to observe other, important information, also displayed on screen.

Alkuperäiskieli	englanti
Otsikko	Unknown host publication
Sivumäärä	8
Sivut	1-8
Tila	Jätetty - 2016
OKM-julkaisutyyppi	D3 Artikkeli ammatillisessa konferenssijulkaisussa
Tapahtuma	International Congress on Mathematical Education - Hamburg, Saksa Kesto: 24 heinäk. 2016 → 31 heinäk. 2016 Konferenssinumero: 13

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516 Kasvatustieteet

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TSG52_PA_Garcia Moreno-Esteva 8 page AUXILIARY.docxLähetetty käsikirjoitus, 2,04 MBLisenssi: Määrittelemätön

1 Suullinen esitys

WHEN DOES VISUAL INFORMATION BECOME RELEVANT IN A DYNAMIC PROBLEM SOLVING TASK IN THE CLASSROOM? – AN EYE TRACKING CASE STUDY
Enrique Garcia Moreno-Esteva (Puhuja)
26 heinäk. 2016
Aktiviteetti: Puhe- tai esitystyypit › Suullinen esitys

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title = "WHEN DOES VISUAL INFORMATION BECOME RELEVANT IN A DYNAMIC PROBLEM SOLVING TASK IN THE CLASSROOM? – AN EYE TRACKING CASE STUDY",

abstract = "We discuss a case study in which we use a mobile gaze tracking device to determine what a student looks at in class while he is trying to solve a problem following a presentation on a screen - in which the visual information changes frequently - and using a tablet. Our most significant finding is that visual elements that move, or teacher gestures that can be observed through a document camera seem to attract student visual attention to the extent that the student may fail to observe other, important information, also displayed on screen.",

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year = "2016",

language = "English",

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note = "International Congress on Mathematical Education ; Conference date: 24-07-2016 Through 31-07-2016",

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AU - Garcia Moreno-Esteva, Enrique

AU - Hannula, Markku Sakari

AU - Toivanen, Miika

N1 - Conference code: 13

PY - 2016

Y1 - 2016

N2 - We discuss a case study in which we use a mobile gaze tracking device to determine what a student looks at in class while he is trying to solve a problem following a presentation on a screen - in which the visual information changes frequently - and using a tablet. Our most significant finding is that visual elements that move, or teacher gestures that can be observed through a document camera seem to attract student visual attention to the extent that the student may fail to observe other, important information, also displayed on screen.

AB - We discuss a case study in which we use a mobile gaze tracking device to determine what a student looks at in class while he is trying to solve a problem following a presentation on a screen - in which the visual information changes frequently - and using a tablet. Our most significant finding is that visual elements that move, or teacher gestures that can be observed through a document camera seem to attract student visual attention to the extent that the student may fail to observe other, important information, also displayed on screen.

KW - 516 Educational sciences

KW - mathematis education

KW - EYE-TRACKING

M3 - Conference contribution

SP - 1

EP - 8

BT - Unknown host publication

T2 - International Congress on Mathematical Education

Y2 - 24 July 2016 through 31 July 2016

ER -

WHEN DOES VISUAL INFORMATION BECOME RELEVANT IN A DYNAMIC PROBLEM SOLVING TASK IN THE CLASSROOM? – AN EYE TRACKING CASE STUDY

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Aktiviteetit

WHEN DOES VISUAL INFORMATION BECOME RELEVANT IN A DYNAMIC PROBLEM SOLVING TASK IN THE CLASSROOM? – AN EYE TRACKING CASE STUDY

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