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Teacher facilitation of CSCL activities is widely recognized as one of the main factors affecting student learning outcomes in formal face-to-face settings. However, the orchestration load that such facilitation represents for the teacher, within the constraints of an authentic classroom, remains under-researched. This paper presents a novel method to estimate the cognitive load of teachers during facilitation of CSCL sessions, using mobile eye-tracking techniques. Throughout three studies of increasing authenticity, we demonstrate the feasibility of this approach, and extract insights about classroom usability challenges in CSCL practice: the increased load of class-level facilitation, or the real-time monitoring of students’ progress. This new instrument in the CSCL researcher’s toolkit can help focus our attention in critical, fine-grained classroom usability episodes, to make more informed design decisions.
Denis Gillet, Maria Jesus Rodriguez Triana
Jérôme Yerly, Lorenzo Di Sopra, Josefina Adriana Maria Bastiaansen, João Pedro Forjaco Jorge, Silvio Ionta, Benedetta Franceschiello, David Zeugin