Searching for Predictors of Learning Outcomes in Non Abstract Eye Movement Logs
نویسندگان
چکیده
We present a study that addressed if providing students with scaffolding about how to “integrate” science text and animations impacts content learning. Scaffolding was delivered by a pedagogical agent and driven by student’s eye gaze movements (compared to controls). We hypothesized that students in the pedagogical agent condition would engage in richer learning as evidence by a more “integrated” pattern from text to animation and back, etc. In addition to eye gazes we collected preand post test knowledge about the domain, and open responses to explanation-type questions. We are currently analyzing these data.
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