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

    Tutkimustuotos: Artikkeli kirjassa/raportissa/konferenssijulkaisussaKonferenssiartikkeliAmmatillinen

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    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.
    Alkuperäiskielienglanti
    OtsikkoUnknown host publication
    Sivumäärä8
    Sivut1-8
    TilaJätetty - 2016
    OKM-julkaisutyyppiD3 Artikkeli ammatillisessa konferenssijulkaisussa
    TapahtumaInternational Congress on Mathematical Education - Hamburg, Saksa
    Kesto: 24 heinäkuuta 201631 heinäkuuta 2016
    Konferenssinumero: 13

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    • 516 Kasvatustieteet

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    Garcia Moreno-Esteva, E., Hannula, M. S., & Toivanen, M. (2016). WHEN DOES VISUAL INFORMATION BECOME RELEVANT IN A DYNAMIC PROBLEM SOLVING TASK IN THE CLASSROOM? – AN EYE TRACKING CASE STUDY. Käsikirjoitus lähetetty julkaistavaksi. teoksessa Unknown host publication (Sivut 1-8)
    @inproceedings{497b125534334243ab4743d4ffd9e9ef,
    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.",
    keywords = "516 Educational sciences, mathematis education, EYE-TRACKING",
    author = "{Garcia Moreno-Esteva}, Enrique and Hannula, {Markku Sakari} and Miika Toivanen",
    note = "Volume: Proceeding volume:",
    year = "2016",
    language = "English",
    pages = "1--8",
    booktitle = "Unknown host publication",

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    Garcia Moreno-Esteva, E, Hannula, MS & Toivanen, M 2016, WHEN DOES VISUAL INFORMATION BECOME RELEVANT IN A DYNAMIC PROBLEM SOLVING TASK IN THE CLASSROOM? – AN EYE TRACKING CASE STUDY. julkaisussa Unknown host publication. Sivut 1-8, International Congress on Mathematical Education, Hamburg, Saksa, 24/07/2016.

    WHEN DOES VISUAL INFORMATION BECOME RELEVANT IN A DYNAMIC PROBLEM SOLVING TASK IN THE CLASSROOM? – AN EYE TRACKING CASE STUDY. / Garcia Moreno-Esteva, Enrique; Hannula, Markku Sakari; Toivanen, Miika.

    Unknown host publication. 2016. s. 1-8.

    Tutkimustuotos: Artikkeli kirjassa/raportissa/konferenssijulkaisussaKonferenssiartikkeliAmmatillinen

    TY - GEN

    T1 - WHEN DOES VISUAL INFORMATION BECOME RELEVANT IN A DYNAMIC PROBLEM SOLVING TASK IN THE CLASSROOM? – AN EYE TRACKING CASE STUDY

    AU - Garcia Moreno-Esteva, Enrique

    AU - Hannula, Markku Sakari

    AU - Toivanen, Miika

    N1 - Volume: Proceeding volume:

    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

    ER -