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dc.contributor.authorPöysä-Tarhonen, Johanna
dc.contributor.authorAwwal, Nafisa
dc.contributor.authorHäkkinen, Päivi
dc.contributor.authorOtieno, Suzanne
dc.contributor.editorSo, Hyo-Jeong
dc.contributor.editorRodrigo, Ma. Mercedes
dc.contributor.editorMason, Jon
dc.contributor.editorMitrovic, Antonija
dc.date.accessioned2021-02-01T14:15:19Z
dc.date.available2021-02-01T14:15:19Z
dc.date.issued2020
dc.identifier.citationPöysä-Tarhonen, J., Awwal, N., Häkkinen, P., & Otieno, S. (2020). From monitoring to sharing of attention in dyadic interaction : The affordances of gaze data to better understand social aspects of remote collaborative problem solving. In H.-J. So, M. M. Rodrigo, J. Mason, & A. Mitrovic (Eds.), <i>ICCE 2020 : Proceedings of the 28th International Conference on Computers in Education, Volume I</i> (pp. 109-118). Asia-Pacific Society for Computers in Education. <a href="https://apsce.net/upfile/icce2020/ICCE%202020%20Proceedings%20-%20Volume%20I%20v4.pdf" target="_blank">https://apsce.net/upfile/icce2020/ICCE%202020%20Proceedings%20-%20Volume%20I%20v4.pdf</a>
dc.identifier.otherCONVID_47563031
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/73928
dc.description.abstractThis paper aims to better understand the social aspects of collaborative problem solving (CPS) through studying joint attention behaviour (JAB) in an online game–like environment. To capture these behaviours and exemplify how ‘jointness’ is achieved in CPS in remote dyadic interaction, event-related measures are utilised based on the following multiple interaction data: (1) individuals’ gaze data from CPS task completion and (2) automatically generated log files (i.e. chats and actions) from dyadic interactions. The results give empirical evidence of the detached, individualistic attention experiences (i.e. monitoring and common attention) and of bidirectional relations (i.e. mutual and shared attention) in which partners adopt an engaged approach towards one another to solve the task together. It is also observed how lower level attention in CPS can be a precursor to a higher level; that is, during interaction, there is a move from monitoring the partner’s actions towards common attention experience. In addition, it is noticed that richer second-person relations may come in degrees. In methodological terms, the gaze data can provide access to better uncover dyadic processes during remote CPS, but without the information embedded in the log data, they would not provide sufficient contextual details of the real interaction to fully understand social connotations related to CPS.en
dc.format.extent693
dc.format.mimetypeapplication/pdf
dc.languageeng
dc.language.isoeng
dc.publisherAsia-Pacific Society for Computers in Education
dc.relation.ispartofICCE 2020 : Proceedings of the 28th International Conference on Computers in Education, Volume I
dc.relation.urihttps://apsce.net/upfile/icce2020/ICCE%202020%20Proceedings%20-%20Volume%20I%20v4.pdf
dc.rightsIn Copyright
dc.subject.othercollaborative problem solving
dc.subject.otherjoint attention behaviour
dc.subject.otherlive eye tracking
dc.subject.otherprocess-orientated research
dc.titleFrom monitoring to sharing of attention in dyadic interaction : The affordances of gaze data to better understand social aspects of remote collaborative problem solving
dc.typeconferenceObject
dc.identifier.urnURN:NBN:fi:jyu-202102011384
dc.contributor.laitosPsykologian laitosfi
dc.contributor.laitosKoulutuksen tutkimuslaitosfi
dc.contributor.laitosDepartment of Psychologyen
dc.contributor.laitosFinnish Institute for Educational Researchen
dc.contributor.oppiaineKoulutuksen tutkimuslaitosfi
dc.contributor.oppiainePsykologiafi
dc.contributor.oppiaineFinnish Institute for Educational Researchen
dc.contributor.oppiainePsychologyen
dc.type.urihttp://purl.org/eprint/type/ConferencePaper
dc.relation.isbn978-986-97214-5-5
dc.description.reviewstatuspeerReviewed
dc.format.pagerange109-118
dc.type.versionpublishedVersion
dc.rights.copyright© 2020 Asia-Pacific Society for Computers in Education
dc.rights.accesslevelopenAccessfi
dc.relation.conferenceInternational Conference on Computers in Education
dc.relation.grantnumber316836
dc.subject.ysoongelmalähtöinen oppiminen
dc.subject.ysotarkkaavaisuus
dc.subject.ysoverkko-oppiminen
dc.subject.ysoyhteisöllinen oppiminen
dc.subject.ysososiaalinen vuorovaikutus
dc.subject.ysoongelmanratkaisu
dc.subject.ysokatseenseuranta
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p5918
jyx.subject.urihttp://www.yso.fi/onto/yso/p9105
jyx.subject.urihttp://www.yso.fi/onto/yso/p13627
jyx.subject.urihttp://www.yso.fi/onto/yso/p18727
jyx.subject.urihttp://www.yso.fi/onto/yso/p10590
jyx.subject.urihttp://www.yso.fi/onto/yso/p6006
jyx.subject.urihttp://www.yso.fi/onto/yso/p37956
dc.rights.urlhttp://rightsstatements.org/page/InC/1.0/?language=en
dc.relation.funderSuomen Akatemiafi
dc.relation.funderAcademy of Finlanden
jyx.fundingprogramAkatemiahanke, SAfi
jyx.fundingprogramAcademy Project, AoFen
jyx.fundinginformationThis research is funded by the Academy of Finland (Grant no. 316836).


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