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Using Eye Gaze Data to Explore Student Interactions with Tutorial Dialogues in a Substep-Based Tutor

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Artificial Intelligence in Education (AIED 2015)

Part of the book series: Lecture Notes in Computer Science ((LNAI,volume 9112))

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Abstract

We used eye gaze data to investigate student interactions with tutorial dialogues in EER-Tutor. The results show that tutorial dialogues are effective as they enable students to correct their mistakes. However, some students do not take advantage of opportunities to reflect on what they have learnt. We identify several possible improvements to EER-Tutor, as well as future directions of work on using eye-tracking for on-line adaptation.

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References

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Author information

Authors and Affiliations

  1. School of Computer Science, University of Adelaide, Adelaide, SA, Australia

    Amali Weerasinghe

  2. Intelligent Computer Tutoring Group, University of Canterbury, Christchurch, New Zealand

    Myse Elmadani & Antonija Mitrovic

Authors
  1. Amali Weerasinghe
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  2. Myse Elmadani
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  3. Antonija Mitrovic
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Corresponding author

Correspondence to Antonija Mitrovic .

Editor information

Editors and Affiliations

  1. University of British Columbia, Vancouver, British Columbia, Canada

    Cristina Conati

  2. Computer Science Department, Worcester Polytechnic Institute, Worcester, Massachusetts, USA

    Neil Heffernan

  3. Department of Computer Science and Software Engineering, University of Canterbury, Christchurch, New Zealand

    Antonija Mitrovic

  4. E.T.S.I. Informática, Universidad National de Educacion a Distancia, Madrid, Spain

    M. Felisa Verdejo

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© 2015 Springer International Publishing Switzerland

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Weerasinghe, A., Elmadani, M., Mitrovic, A. (2015). Using Eye Gaze Data to Explore Student Interactions with Tutorial Dialogues in a Substep-Based Tutor. In: Conati, C., Heffernan, N., Mitrovic, A., Verdejo, M. (eds) Artificial Intelligence in Education. AIED 2015. Lecture Notes in Computer Science(), vol 9112. Springer, Cham. https://doi.org/10.1007/978-3-319-19773-9_122

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  • DOI: https://doi.org/10.1007/978-3-319-19773-9_122

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-19772-2

  • Online ISBN: 978-3-319-19773-9

  • eBook Packages: Computer ScienceComputer Science (R0)

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