How Students Learn using MOOCs: An Eye-tracking Insight

Pierre Dillenbourg, Patrick Jermann, Kshitij Sharma
2014
Article de conférence

We present the results of an eye-tracking study on a Massive Open Online Course (MOOC) lecture showing the relation between gaze variables and students’ performance and learning strategy. 40 students watched a MOOC lecture while their eye-movements were being recorded. We present a method to define stimuli-based gaze variables that can be defined for any kind of stimulus. The advantage of using stimuli-based gaze variables is that the relation of the gaze indicators with performance measures and behavioral measures can be interpreted differently for different kinds of stimulus. MOOCs are very diverse in nature; having such a variable description enables the researchers to have a common measure for the different kind of stimulus present in different MOOCs. The long-term goal is to create student profiles based on their performance and learning strategy using stimuli-based gaze variables and to provide the students with gaze-aware feedback to improve the overall learning process.

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Pierre Dillenbourg, Patrick Jermann, Kshitij Sharma
2014
Article de conférence

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https://infoscience.epfl.ch/record/201916?ln=fr

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Eye-tracking and artificial intelligence to enhance motivation and learning

Pierre Dillenbourg, Kshitij Sharma

The interaction with the various learners in a Massive Open Online Course (MOOC) is often complex. Contemporary MOOC learning analytics relate with click-streams, keystrokes and other user-input variables. Such variables however, do not always capture users' learning and behavior (e.g., passive video watching). In this paper, we present a study with 40 students who watched a MOOC lecture while their eye-movements were being recorded. We then proposed a method to define stimuli-based gaze variables that can be used for any kind of stimulus. The proposed stimuli-based gaze variables indicate students' content-coverage (in space and time) and reading processes (area of interest based variables) and attention (i.e., with-me-ness), at the perceptual (following teacher's deictic acts) and conceptual levels (following teacher discourse). In our experiment, we identified a significant mediation effect of the content coverage, reading patterns and the two levels of with-me-ness on the relation between students' motivation and their learning performance. Such variables enable common measurements for the different kind of stimuli present in distinct MOOCs. Our long-term goal is to create student profiles based on their performance and learning strategy using stimuli-based gaze variables and to provide students gaze-aware feedback to improve overall learning process. One key ingredient in the process of achieving a high level of adaptation in providing gaze-aware feedback to the students is to use Artificial Intelligence (AI) algorithms for prediction of student performance from their behaviour. In this contribution, we also present a method combining state-of-the-art AI technique with the eye-tracking data to predict student performance. The results show that the student performance can be predicted with an error of less than 5%.

SPRINGER HEIDELBERG2020

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Stimuli-based Gaze Analytics to Enhance Motivation and Learning in MOOCs

Pierre Dillenbourg, Kshitij Sharma

IEEE2019

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Eye-tracking perspectives of students’ learning trough MOOCs

Daniela Caballero Díaz, Pierre Dillenbourg, Patrick Jermann, Kshitij Sharma, Himanshu Verma

Activating student knowledge (ASK) before receiving learning materials improves their learning outcome (Tormey and LeDuc (2014)). We implement ASK through priming by using two versions of the same pretest in a dual eye-tracking study in a MOOC context. We propose an additional activity, a collaborative concept-map, based on the MOOC lecture to enable the students to reflect on what they learnt. The priming affects the learning gain, individual and collaborative gaze patterns. Textual priming stands better than schema priming in terms of learning outcome. Finally, the pairs having participants with similar gaze to each other have more learning gain.

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Oculométrie

vignette|Vidéo de l'étude du mouvement de l'œil avec la méthode oculométrique. L’oculométrie (en anglais pour « suivi oculaire », ou pour « suivi du regard ») regroupe un ensemble de techniques per

Massive open online course

Un MOOC (acronyme formé des initiales de massive open online course, en français cours en ligne ouvert à tous ou CLOT ou encore cours en ligne ouvert massivement ou CLOM

Étudiant

Un étudiant ou une étudiante est un mot dérivé du latin studere qui signifie « s'appliquer à apprendre quelque chose ». Cependant, le terme ne s'applique pas à toute personne qui apprend. On le ré