The role of joint visual attention in collaborative learning
Abstract/Contents
- Abstract
- It is a well-known fact that increased levels of joint attention are associated with interactions of higher quality among individuals of all ages: for instance between babies and their caregivers (Stern, 1977), students (Barron, 2003) and adults (Richardson & Dale, 2005). In this dissertation, I describe three original contributions to the study of joint visual attention (JVA) using eye-tracking technology. In the first study (Schneider & Pea, 2013), I demonstrate that pairs of students who were able to see the gaze of their partner in real-time on a screen collaborated better and learned more than their peers in a control group (who could not see the gaze of their partner). By doing so, I show that levels of JVA can be manipulated and increased to support collaborative learning in dyads of students. In the second study (Schneider & Pea, 2014), I further analyze this eye-tracking dataset by building networks where nodes represent moments of JVA and edges saccades between regions of interest; I then show how features of those networks have predictive value for differentiating between productive and unproductive collaborative groups. Finally, in the third study (Schneider, Sharma, Cuendet, Zufferey, Dillenbourg & Pea, accepted) I extend those results to a more challenging setting and describe a methodology to extract JVA measures in an in-situ collaboration (i.e., when students interacted with a Tangible User Interface; TUI): half of the students worked with a 2D, abstract-looking interface while the other half used a 3D, realistic-looking system. I found that students who were looking at the 3D version of the system had more moments of JVA, and that JVA measures were correlated with outcomes of interest (students' learning gains, their task performance and quality of collaboration). These findings suggest features of a learning environment (i.e., 2D vs. 3D) can be manipulated to affect students' level of JVA. In the last section of this dissertation, I discuss the aforementioned results and mention implications for designing new technologies to support small group interactions.
Description
| Type of resource | text |
|---|---|
| Form | electronic; electronic resource; remote |
| Extent | 1 online resource. |
| Publication date | 2015 |
| Issuance | monographic |
| Language | English |
Creators/Contributors
| Associated with | Schneider, Bertrand |
|---|---|
| Associated with | Stanford University, Graduate School of Education. |
| Primary advisor | Pea, Roy D |
| Thesis advisor | Pea, Roy D |
| Thesis advisor | Blikstein, Paulo, 1972- |
| Thesis advisor | Schwartz, Dan |
| Advisor | Blikstein, Paulo, 1972- |
| Advisor | Schwartz, Dan |
Subjects
| Genre | Theses |
|---|
Bibliographic information
| Statement of responsibility | Bertrand Schneider. |
|---|---|
| Note | Submitted to the Graduate School of Education. |
| Thesis | Thesis (Ph.D.)--Stanford University, 2015. |
| Location | electronic resource |
Access conditions
- Copyright
- © 2015 by Bertrand Schneider
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