Re‐viewing performance: Showing eye‐tracking data as feedback to improve performance monitoring in a complex visual task.
Background: Performance monitoring plays a key role in self‐regulated learning, but is difficult, especially for complex visual tasks such as navigational map reading. Gaze displays (i.e. visualizations of participants' eye movements during a task) might serve as feedback to improve students' perfor...
| Publicado en: | Journal of Computer Assisted Learning Vol. 38; no. 4; pp. 1087 - 1102 |
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| Autores principales: | , , , , , , |
| Formato: | pictorial research tables/charts randomized controlled trial Journal Article |
| Publicado: |
Wiley-Blackwell
Aug2022
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=157845807&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 157845807 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Aug2022 vid: 38 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 157845807 155826354 157845807 157845807 10.1111/jcal.12666 157845807 ppf: 1087 ppct: 15 formats: tig: atl: Re‐viewing performance: Showing eye‐tracking data as feedback to improve performance monitoring in a complex visual task. aug: au: Kok, Ellen Hormann, Olle Rou, Jeroen van Saase, Evi van der Schaaf, Marieke Kester, Liesbeth van Gog, Tamara affil: Department of Education, Utrecht University, Utrecht, The Netherlands sug: subj: Eye Movement Measurements Feedback Task Performance and Analysis Evaluation Eye Movements Memory Human Education, Masters Students, College Random Assignment Videorecording Maps Evaluation Data Analysis, Statistical Cues Study Design Male Female Adolescence Adult Software Student Knowledge Color Vision Defects Algorithms Calibration Analysis of Variance Data Analysis Software Mann-Whitney U Test T-Tests Bias (Research) Judgment Randomized Controlled Trials Adolescent: 13-18 years Adult: 19-44 years Male Female ab: Background: Performance monitoring plays a key role in self‐regulated learning, but is difficult, especially for complex visual tasks such as navigational map reading. Gaze displays (i.e. visualizations of participants' eye movements during a task) might serve as feedback to improve students' performance monitoring. Objectives: We hypothesized that participants who review their performance based on screen recordings that also display their gaze would have a higher monitoring accuracy and increase in post‐test performance and would remember more executed actions than participants who review based on a screen recording only (i.e. control condition). Methods: Sixty‐four higher education students were randomly assigned to a gaze‐display or control condition. After watching an instruction video, they practiced five navigational map‐reading tasks and then reviewed their performance while thinking aloud, either prompted by a screen recording with gaze display or a screen recording only. Before and after reviewing, participants estimated the number of correctly solved tasks and finally made a five‐item post‐test. Results and conclusions: Analyses with frequentist and Bayesian statistics showed that gaze displays did not improve monitoring accuracy (i.e. estimated minus actual performance), post‐test performance, or the number of reported actions. It is concluded that scanpath gaze displays do not provide useful cues to improve monitoring accuracy in this task. Takeaways: Gaze displays are a promising tool for education, but scanpath gaze displays did not help to enhance monitoring accuracy in a navigational map‐reading task. Lay description: What is currently known?: Monitoring performance is central in self‐regulated learning.Monitoring is often difficult for learners, in particular in complex visual tasks.Gaze displays visualize viewing behaviour that was measured with eye tracking.Gaze displays can improve task performance, but effects on monitoring are unknown. What does the paper add?: We expected gaze displays to help learners to monitor their performance on a map‐reading task.However, dynamic gaze displays did not help to improve monitoring accuracy in this study.Further research should investigate whether other types of gaze displays improve monitoring. Implications for practitioners: Eye tracking provides promising ways to support monitoring and learning.However, not all forms of using gaze displays enhance monitoring or learning.The specific implementation of gaze displays might matter. pubtype: Academic Journal doctype: pictorial research tables/charts randomized controlled trial Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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