In this paper, we investigate the relationship between students' (N = 28) individual differences and visual attention to pedagogical agents (PAs) during learning with MetaTutor, a hypermedia-based intelligent tutoring systems. We used eye tracking to capture visual attention to the PAs, and our results reveal specific visual attention-related metrics (e.g., fixation rate, longest fixations) that are significantly influenced by learning depending on student achievement goals. Specifically, performance-oriented students learned more with a long longest fixation and a high fixation rate on the PAs, whereas mastery-oriented students learned less with a high fixation rate on the PAs. Our findings contribute to understanding how to design PAs that can better adapt to student achievement goals and visual attention to the PA.
Description
The Impact of Student Individual Differences and Visual Attention to Pedagogical Agents During Learning with MetaTutor | SpringerLink
%0 Book Section
%1 Lallé2017
%A Lallé, Sébastien
%A Taub, Michelle
%A Mudrick, Nicholas V.
%A Conati, Cristina
%A Azevedo, Roger
%B Artificial Intelligence in Education: 18th International Conference, AIED 2017, Wuhan, China, June 28 -- July 1, 2017, Proceedings
%C Cham
%D 2017
%E André, Elisabeth
%E Baker, Ryan
%E Hu, Xiangen
%E Rodrigo, Ma. Mercedes T.
%E du Boulay, Benedict
%I Springer International Publishing
%K eye-tracking individual-differences intelligent-tutoring its
%P 149--161
%R 10.1007/978-3-319-61425-0_13
%T The Impact of Student Individual Differences and Visual Attention to Pedagogical Agents During Learning with MetaTutor
%U https://doi.org/10.1007/978-3-319-61425-0_13
%X In this paper, we investigate the relationship between students' (N = 28) individual differences and visual attention to pedagogical agents (PAs) during learning with MetaTutor, a hypermedia-based intelligent tutoring systems. We used eye tracking to capture visual attention to the PAs, and our results reveal specific visual attention-related metrics (e.g., fixation rate, longest fixations) that are significantly influenced by learning depending on student achievement goals. Specifically, performance-oriented students learned more with a long longest fixation and a high fixation rate on the PAs, whereas mastery-oriented students learned less with a high fixation rate on the PAs. Our findings contribute to understanding how to design PAs that can better adapt to student achievement goals and visual attention to the PA.
%@ 978-3-319-61425-0
@inbook{Lallé2017,
abstract = {In this paper, we investigate the relationship between students' (N = 28) individual differences and visual attention to pedagogical agents (PAs) during learning with MetaTutor, a hypermedia-based intelligent tutoring systems. We used eye tracking to capture visual attention to the PAs, and our results reveal specific visual attention-related metrics (e.g., fixation rate, longest fixations) that are significantly influenced by learning depending on student achievement goals. Specifically, performance-oriented students learned more with a long longest fixation and a high fixation rate on the PAs, whereas mastery-oriented students learned less with a high fixation rate on the PAs. Our findings contribute to understanding how to design PAs that can better adapt to student achievement goals and visual attention to the PA.},
added-at = {2017-11-29T15:41:17.000+0100},
address = {Cham},
author = {Lall{\'e}, S{\'e}bastien and Taub, Michelle and Mudrick, Nicholas V. and Conati, Cristina and Azevedo, Roger},
biburl = {https://www.bibsonomy.org/bibtex/2e122132c699c5a60238a6995d6342746/brusilovsky},
booktitle = {Artificial Intelligence in Education: 18th International Conference, AIED 2017, Wuhan, China, June 28 -- July 1, 2017, Proceedings},
description = {The Impact of Student Individual Differences and Visual Attention to Pedagogical Agents During Learning with MetaTutor | SpringerLink},
doi = {10.1007/978-3-319-61425-0_13},
editor = {Andr{\'e}, Elisabeth and Baker, Ryan and Hu, Xiangen and Rodrigo, Ma. Mercedes T. and du Boulay, Benedict},
interhash = {6ccf3bf09c9f3f98d03aca4cd29ba2ae},
intrahash = {e122132c699c5a60238a6995d6342746},
isbn = {978-3-319-61425-0},
keywords = {eye-tracking individual-differences intelligent-tutoring its},
pages = {149--161},
publisher = {Springer International Publishing},
timestamp = {2017-11-29T15:41:17.000+0100},
title = {The Impact of Student Individual Differences and Visual Attention to Pedagogical Agents During Learning with MetaTutor},
url = {https://doi.org/10.1007/978-3-319-61425-0_13},
year = 2017
}