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dc.contributor.authorLämsä, Joni
dc.contributor.authorKotkajuuri, Jimi
dc.contributor.authorLehtinen, Antti
dc.contributor.authorKoskinen, Pekka
dc.contributor.authorMäntylä, Terhi
dc.contributor.authorKilpeläinen, Jasmin
dc.contributor.authorHämäläinen, Raija
dc.date.accessioned2022-11-02T06:03:57Z
dc.date.available2022-11-02T06:03:57Z
dc.date.issued2022
dc.identifier.citationLämsä, 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. <i>Frontiers in Education</i>, <i>7</i>, Article 942224. <a href="https://doi.org/10.3389/feduc.2022.942224" target="_blank">https://doi.org/10.3389/feduc.2022.942224</a>
dc.identifier.otherCONVID_159330092
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/83756
dc.description.abstractAlthough 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.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherFrontiers Media SA
dc.relation.ispartofseriesFrontiers in Education
dc.rightsCC BY 4.0
dc.subject.othertiedonmuodostus
dc.subject.otherepistemic network analysis
dc.subject.othercollaborative knowledge construction
dc.subject.othermultimodal data
dc.titleThe focus and timing of gaze matters : Investigating collaborative knowledge construction in a simulation-based environment by combined video and eye tracking
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202211025061
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosKasvatustieteiden ja psykologian tiedekuntafi
dc.contributor.laitosFysiikan laitosfi
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosDepartment of Educationen
dc.contributor.laitosFaculty of Education and Psychologyen
dc.contributor.laitosDepartment of Physicsen
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.oppiaineOpettajien koulutuksen tutkimus (opetus, oppiminen, opettajuus, oppimispolut, koulutus)fi
dc.contributor.oppiaineKasvatustiedefi
dc.contributor.oppiaineResurssiviisausyhteisöfi
dc.contributor.oppiaineNanoscience Centerfi
dc.contributor.oppiaineMatematiikka ja luonnontieteetfi
dc.contributor.oppiaineTeacher education research (teaching, learning, teacher, learning paths, education)en
dc.contributor.oppiaineEducationen
dc.contributor.oppiaineSchool of Resource Wisdomen
dc.contributor.oppiaineNanoscience Centeren
dc.contributor.oppiaineMatematiikka ja luonnontieteeten
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.relation.issn2504-284X
dc.relation.volume7
dc.type.versionpublishedVersion
dc.rights.copyright© 2022 Lämsä, Kotkajuuri, Lehtinen, Koskinen, Mäntylä, Kilpeläinen and Hämäläinen.
dc.rights.accesslevelopenAccessfi
dc.relation.grantnumber318905
dc.subject.ysosimulointi
dc.subject.ysomallit (mallintaminen)
dc.subject.ysoongelmanratkaisu
dc.subject.ysomultimodaalisuus
dc.subject.ysokatse
dc.subject.ysovideo
dc.subject.ysoyhteistyö
dc.subject.ysokatseenseuranta
dc.subject.ysoyhteisöllinen oppiminen
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p4787
jyx.subject.urihttp://www.yso.fi/onto/yso/p510
jyx.subject.urihttp://www.yso.fi/onto/yso/p6006
jyx.subject.urihttp://www.yso.fi/onto/yso/p25633
jyx.subject.urihttp://www.yso.fi/onto/yso/p27143
jyx.subject.urihttp://www.yso.fi/onto/yso/p8368
jyx.subject.urihttp://www.yso.fi/onto/yso/p6334
jyx.subject.urihttp://www.yso.fi/onto/yso/p37956
jyx.subject.urihttp://www.yso.fi/onto/yso/p18727
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.3389/feduc.2022.942224
dc.relation.funderResearch Council of Finlanden
dc.relation.funderSuomen Akatemiafi
jyx.fundingprogramResearch profiles, AoFen
jyx.fundingprogramProfilointi, SAfi
jyx.fundinginformationThis 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).
dc.type.okmA1


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