scholarly journals Eye tracking and early detection of confusion in digital learning environments: Proof of concept

2016 ◽  
Vol 32 (6) ◽  
Author(s):  
Mariya Pachman ◽  
Amaël Arguel ◽  
Lori Lockyer ◽  
Gregor Kennedy ◽  
Jason Lodge
Keyword(s):  
Problem Solving ◽  
Early Detection ◽  
Eye Tracking ◽  
Learning Environments ◽  
Early Stage ◽  
Digital Learning ◽  
Proof Of Concept ◽  
Verbal Reports ◽  
Problem Solving Process ◽  
Digital Learning Environments

Research on incidence of and changes in confusion during complex learning and problem-solving calls for advanced methods of confusion detection in digital learning environments (DLEs). In this study we attempt to address this issue by investigating the use of multiple measures, including psychophysiological indicators and self-ratings, to detect confusion in DLEs. Participants were subjected to two intrinsically confusing insight problems in the form of visual digital puzzles. They were asked to solve problems while their eye trajectories were recorded and these data were triangulated with self-ratings of confusion and cued retrospective verbal reports. All participants had a significant increase in fixations on relevant (i.e., related to the solution) and not-relevant areas at an early stage of the problem-solving process. However, only fixations on not-relevant areas were positively correlated with confusion ratings. Moreover, participants who significantly solved the problem differed in their fixations duration on relevant and not-relevant areas from non-solvers. The importance of early detection of confusion and the affordances of emerging technologies for this purpose are discussed.

scholarly journals Notes on Corpoliteracy: Bodies in Post-digital Educational Contexts

2021 ◽  
pp. 167-182
Author(s):  
Gila Kolb
Keyword(s):  
Learning Environments ◽  
Teaching Practices ◽  
Power Relations ◽  
Teaching And Learning ◽  
Digital Art ◽  
Digital Learning ◽  
Conceptions Of Learning ◽  
Global Pandemic ◽  
Art Teaching ◽  
Digital Learning Environments

AbstractThis chapter demonstrates the potential to challenge power relations, and reconsider teaching practices and conceptions of learning bodies. How do bodies in a digital learning setting perform are read and observed? How they can be included in learning settings? Since teaching and learning increasingly take part in digital learning environments, especially since the outbreak of the COVID-19 global pandemic, digital art teaching needs rethinking toward the knowledge of learning bodies and of the perception of learning in the digital realm: a digital corpoliteracy.

Technology Integration in Digital Learning Environments

2018 ◽  
pp. 165-184
Author(s):  
Irene Mwingirwa Mukiri ◽  
Bonface Ngari Ireri
Keyword(s):  
Technology Integration ◽  
Learning Environments ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Digital Learning ◽  
Girls In Science ◽  
Learning Mathematics ◽  
Quasi Experimental ◽  
And Mathematics ◽  
Digital Learning Environments

Digital literacy indisputably plays a momentous role in our future lives (Allen, 2007). This chapter considers technology integration at various levels of school, ranging from primary to tertiary levels. It further shows results of a practical quasi experimental study done in Kenyan secondary schools showing how scores of students learning mathematics in a technology-based environment compared with those learning using conventional methods of teaching. The students' scores in examinations showed that the students learning using the selected application known as GeoGebra performed better and girls performed equally as well as boys when taught mathematics in a technology environment. The chapter underscores the importance of technology to improve teaching and learning process and it has promise to bridge the gap in performance between boys and girls in Science Technology Engineering and Mathematics (STEM).

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