Abstract
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 pre- and post test knowledge about the domain, and open responses to explanation-type questions. We are currently analyzing these data.
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Gobert, J.D., Toto, E., Brigham, M., Sao Pedro, M. (2013). Searching for Predictors of Learning Outcomes in Non Abstract Eye Movement Logs. In: Lane, H.C., Yacef, K., Mostow, J., Pavlik, P. (eds) Artificial Intelligence in Education. AIED 2013. Lecture Notes in Computer Science(), vol 7926. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-39112-5_116
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DOI: https://doi.org/10.1007/978-3-642-39112-5_116
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