| 1. |
- Andra, Chiara, et al.
(författare)
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Reading mathematics representations: an eye-tracking study
- 2015
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Ingår i: International Journal of Science and Mathematics Education. - : Springer Science and Business Media LLC. - 1571-0068 .- 1573-1774. ; 13:2, s. 237-259
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Tidskriftsartikel (refereegranskat)abstract
- We use eye tracking as a method to examine how different mathematical representations of the same mathematical object are attended to by students. The results of this study show that there is a meaningful difference in the eye movements between formulas and graphs. This difference can be understood in terms of the cultural and social shaping of human perception, as well as in terms of differences between the symbolic and graphical registers.
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| 2. |
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| 3. |
- Gulz, Agneta, et al.
(författare)
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Evaluating a Teaching and Learning Game
- 2010
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Ingår i: Journal of Computer Assisted Learning. - 0266-4909.
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Tidskriftsartikel (refereegranskat)abstract
- The article reports and discusses a long-term qualitative study of forty 8–10-year-old students who regularly played a math game during math lessons for 9 weeks. The goal was to explore the relations between (i) some of the pedagogical principles that underlie the game and (ii) the playing practice in terms of what actually takes place when students play the math game during regular math lessons. The article discusses indications of matches and mismatches between pedagogical principles and playing practice as they appear in analyses of observations and video recordings. The result highlights the difficulty of predicting areas in which possible mismatches appear between the intentions of the pedagogues and designers of educational technology and the actual use of the technology by the students. This also applies to educational materials that have already been pilot tested and used on a smaller scale.We emphasize the need to observe actual use for extensive periods of time, i.e. to go beyond short-time user testing.
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| 4. |
- Gärdenfors, Peter, et al.
(författare)
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Understanding by experiencing patterns
- 2008
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Ingår i: A Smorgasbord of Cognitive Science. - 9789157805324
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Bokkapitel (populärvet., debatt m.m.)abstract
- This chapter focuses on the cognitive and emotional mechanisms of understanding. We propose that understanding consists in seeing or, more generally, experiencing a pattern. Patterns can be experienced by all sensory modalities and in abstract thinking, but here the focus is primarily on the visual modality. We discuss how understanding by experiencing patterns can be achieved in learning processes. The goal of education should be that students understand the material they study. We propose that this is achieved by helping them to discover patterns that they cannot find on their own. We also highlight the role of emotions in understanding, especially the subjective experience of an aha-feeling, which occurs when a pattern suddenly falls into place. Finally, we present some educational techniques such as visualizations, simulations, and intelligent tutoring systems that can be used for pointing out salient features in a pattern.
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| 5. |
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| 6. |
- Holmqvist, Kenneth, et al.
(författare)
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A method for quantifying focused versus overview behavior in AOI sequences
- 2011
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Ingår i: Behavior Research Methods. - : Springer Science and Business Media LLC. - 1554-3528. ; 43:4, s. 987-998
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Tidskriftsartikel (refereegranskat)abstract
- We present a new measure for evaluating focused versus overview eye movement behavior in a stimulus divided by areas of interest. The measure can be used for overall data, as well as data over time. Using data from an ongoing project with mathematical problem solving, we describe how to calculate the measure and how to carry out a statistical evaluation of the results.
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| 7. |
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| 8. |
- Lindström, Paulina, et al.
(författare)
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Catching Eureka on the Fly
- 2008
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Ingår i: Emotion, Personality, and Social Behavior, Papers from the 2008 AAAI Spring Symposium. - : AAAI Press. ; , s. 65-71
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- An interesting class of intelligent tutoring systems are systems that are able to detect and recognize affective responses and states in students, and use such data to adapt its feedback, guidance and instruction. The article presents affective responses and states considered relevant for learning, and methods that have been proposed or used to detect such responses and states. We focus on the affective state of 'eureka', a relatively short-term state with corresponding difficulties of being detected. There are good reasons to attempt to catch this affective state, since it can mark when understanding is achieved and signal to an intelligent tutoring system that the student is ready to proceed in the learning process. A study is presented where a combination of the behavioural measure of eye tracking and two psycho-physiological measures - skin conductance and pupil size - are used in an attempt to identify this affective experience. The results showed significant differences on all measures between subjects who understood certain stimuli, and purportedly experienced eureka, and subjects who did not understand the stimuli. The psycho-physiological measure patterns were however not as dramatic as predicted. Finally, we discuss the potential benefits for students using ITS, that can detect eureka experiences.
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