Lämsä J, Kotkajuuri J, Lehtinen A, Koskinen P, Mäntylä T, Kilpeläinen J and Hämäläinen R (2022) The focus and timing of gaze matters: Investigating collaborative knowledge construction in a simulation-based environment by combined video and eye tracking. Front. Educ. 7:942224. doi: 10.3389/feduc.2022.942224
The focus and timing of gaze matters : investigating collaborative knowledge construction in a simulation-based environment by combined video and eye tracking
|Author:||Lämsä, Joni1,2; Kotkajuuri, Jimi3; Lehtinen, Antti4,5;|
1Department of Education, University of Jyväskylä, Jyväskylä, Finland
2Learning and Educational Technology Research Unit, University of Oulu, Oulu, Finland
3Faculty of Education and Psychology, University of Jyväskylä, Jyväskylä, Finland
4Department of Physics, University of Jyväskylä, Jyväskylä, Finland
5Department of Teacher Education, University of Jyväskylä, Jyväskylä, Finland
|Online Access:||PDF Full Text (PDF, 2.1 MB)|
|Persistent link:|| http://urn.fi/urn:nbn:fi-fe2023062157411
|Publish Date:|| 2023-06-21
Although eye tracking has been successfully used in science education research, exploiting its potential in collaborative knowledge construction has remained sporadic. This article presents a novel approach for studying collaborative knowledge construction in a simulation-based environment by combining both the spatial and temporal dimensions of eye-tracking data with video data. For this purpose, we have investigated two undergraduate physics student pairs solving an electrostatics problem in a simulation-based environment via Zoom. The analysis of the video data of the students’ conversations focused on the different collaborative knowledge construction levels (new idea, explication, evaluation, and non-content-related talk and silent moments), along with the temporal visualizations of the collaborative knowledge construction processes. The eye-tracking data of the students’ gaze, as analyzed by epistemic network analysis, focused on the pairs’ spatial and temporal gaze behavior. We illustrate how gaze behavior can shed light on collaborative knowledge construction in terms of the quantity of the talk (e.g., gaze behavior can shed light on the different activities of the pairs during the silent moments), quality of the talk (e.g., gaze behavior can shed light on the different approaches when constructing knowledge on physical phenomena), and temporality of collaborative knowledge construction processes [e.g., gaze behavior can shed light on (the lack of) attempts to acquire the supporting or contrasting evidence on the initial ideas on the physical phenomena]. We also discuss the possibilities and limitations of gaze behavior to reveal the critical moments in the collaborative knowledge construction processes.
Frontiers in education
|Type of Publication:||
A1 Journal article – refereed
|Field of Science:||
516 Educational sciences
This research was funded by the Academy of Finland (grant number 318905, the Multidisciplinary Research on Learning and Teaching profiles II of the University of Jyväskylä).
© 2022 Lämsä, Kotkajuuri, Lehtinen, Koskinen, Mäntylä, Kilpeläinen and Hämäläinen. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.