The focus and timing of gaze matters : Investigating collaborative knowledge construction in a simulation-based environment by combined video and eye tracking
Lämsä, J., Kotkajuuri, J., Lehtinen, A., Koskinen, P., Mäntylä, T., Kilpeläinen, J., & 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. Frontiers in Education, 7, Article 942224. https://doi.org/10.3389/feduc.2022.942224
Published inFrontiers in Education
DisciplineOpettajien koulutuksen tutkimus (opetus, oppiminen, opettajuus, oppimispolut, koulutus)KasvatustiedeResurssiviisausyhteisöNanoscience CenterMatematiikka ja luonnontieteetTeacher education research (teaching, learning, teacher, learning paths, education)EducationSchool of Resource WisdomNanoscience CenterMatematiikka ja luonnontieteet
© 2022 Lämsä, Kotkajuuri, Lehtinen, Koskinen, Mäntylä, Kilpeläinen and Hämäläinen.
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. ...
PublisherFrontiers Media SA
Publication in research information system
MetadataShow full item record
Related funder(s)Academy of Finland
Funding program(s)Research profiles, AoF
Additional information about fundingThis 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).
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