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Kok EM, Niehorster DC, van der Gijp A, Rutgers DR, Auffermann WF, van der Schaaf M, Kester L, van Gog T. The effects of gaze-display feedback on medical students' self-monitoring and learning in radiology. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2024:10.1007/s10459-024-10322-6. [PMID: 38555550 DOI: 10.1007/s10459-024-10322-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/28/2023] [Accepted: 03/03/2024] [Indexed: 04/02/2024]
Abstract
Self-monitoring is essential for effectively regulating learning, but difficult in visual diagnostic tasks such as radiograph interpretation. Eye-tracking technology can visualize viewing behavior in gaze displays, thereby providing information about visual search and decision-making. We hypothesized that individually adaptive gaze-display feedback improves posttest performance and self-monitoring of medical students who learn to detect nodules in radiographs. We investigated the effects of: (1) Search displays, showing which part of the image was searched by the participant; and (2) Decision displays, showing which parts of the image received prolonged attention in 78 medical students. After a pretest and instruction, participants practiced identifying nodules in 16 cases under search-display, decision-display, or no feedback conditions (n = 26 per condition). A 10-case posttest, without feedback, was administered to assess learning outcomes. After each case, participants provided self-monitoring and confidence judgments. Afterward, participants reported on self-efficacy, perceived competence, feedback use, and perceived usefulness of the feedback. Bayesian analyses showed no benefits of gaze displays for post-test performance, monitoring accuracy (absolute difference between participants' estimated and their actual test performance), completeness of viewing behavior, self-efficacy, and perceived competence. Participants receiving search-displays reported greater feedback utilization than participants receiving decision-displays, and also found the feedback more useful when the gaze data displayed was precise and accurate. As the completeness of search was not related to posttest performance, search displays might not have been sufficiently informative to improve self-monitoring. Information from decision displays was rarely used to inform self-monitoring. Further research should address if and when gaze displays can support learning.
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Affiliation(s)
- Ellen M Kok
- Department of Education, Utrecht University, P.O. Box 80140, 3508 CS, Utrecht, The Netherlands.
| | - Diederick C Niehorster
- Lund University Humanities Lab, Lund University, Lund, Sweden
- Department of Psychology, Lund University, Lund, Sweden
| | - Anouk van der Gijp
- Department of Radiology, University Medical Center Utrecht, Utrecht, The Netherlands
| | - Dirk R Rutgers
- Department of Radiology, University Medical Center Utrecht, Utrecht, The Netherlands
| | | | - Marieke van der Schaaf
- Utrecht Center for Research and Development in Health Professions Education, University Medical Center Utrecht, Utrecht, The Netherlands
| | - Liesbeth Kester
- Department of Education, Utrecht University, P.O. Box 80140, 3508 CS, Utrecht, The Netherlands
| | - Tamara van Gog
- Department of Education, Utrecht University, P.O. Box 80140, 3508 CS, Utrecht, The Netherlands
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Kok EM, Jarodzka H, Sibbald M, van Gog T. Did You Get That? Predicting Learners' Comprehension of a Video Lecture from Visualizations of Their Gaze Data. Cogn Sci 2023; 47:e13247. [PMID: 36744751 PMCID: PMC10078589 DOI: 10.1111/cogs.13247] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/15/2021] [Revised: 12/20/2022] [Accepted: 01/04/2023] [Indexed: 02/07/2023]
Abstract
In online lectures, unlike in face-to-face lectures, teachers lack access to (nonverbal) cues to check if their students are still "with them" and comprehend the lecture. The increasing availability of low-cost eye-trackers provides a promising solution. These devices measure unobtrusively where students look and can visualize these data to teachers. These visualizations might inform teachers about students' level of "with-me-ness" (i.e., do students look at the information that the teacher is currently talking about) and comprehension of the lecture, provided that (1) gaze measures of "with-me-ness" are related to comprehension, (2) people not trained in eye-tracking can predict students' comprehension from gaze visualizations, (3) we understand how different visualization techniques impact this prediction. We addressed these issues in two studies. In Study 1, 36 students watched a video lecture while being eye-tracked. The extent to which students looked at relevant information and the extent to which they looked at the same location as the teacher both correlated with students' comprehension (score on an open question) of the lecture. In Study 2, 50 participants watched visualizations of students' gaze (from Study 1), using six visualization techniques (dynamic and static versions of scanpaths, heatmaps, and focus maps) and were asked to predict students' posttest performance and to rate their ease of prediction. We found that people can use gaze visualizations to predict learners' comprehension above chance level, with minor differences between visualization techniques. Further research should investigate if teachers can act on the information provided by gaze visualizations and thereby improve students' learning.
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Affiliation(s)
- Ellen M Kok
- Department of Education, Utrecht University.,Department of Online Learning and Instruction, Open University of the Netherlands
| | - Halszka Jarodzka
- Department of Online Learning and Instruction, Open University of the Netherlands
| | - Matt Sibbald
- McMaster Education Research, Innovation and Theory (MERIT) Program, Faculty of Health Sciences, McMaster University
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University students’ strategies and criteria during self-assessment: instructor’s feedback, rubrics, and year level effects. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 2022. [DOI: 10.1007/s10212-022-00639-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Abstract
Abstract
This study explores the effects of feedback type, feedback occasion, and year level on student self-assessments in higher education. In total, 126 university students participated in this randomized experiment under three experimental conditions (i.e., rubric feedback, instructor’s written feedback, and rubric feedback plus instructor’s written feedback). Participants, after random assignment to feedback condition, were video-recorded performing a self-assessment on a writing task both before and after receiving feedback. The quality of self-assessment strategies decreased after feedback of all kinds, but the number of strategies increased for the combined feedback condition. The number of self-assessment criteria increased for rubric and combined conditions, while feedback helped shift criteria use from basic to advanced criteria. Student year level was not systematically related to changes in self-assessment after feedback. In general, the combination of rubric and instructor’s feedback produced the best effects.
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Self-regulated learning instructional support for students enrolled in an accelerated nursing program. Collegian 2020. [DOI: 10.1016/j.colegn.2019.11.007] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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Moreno JD, León JA, Arnal LAM, Botella J. Age Differences in Eye Movements During Reading: Degenerative Problems or Compensatory Strategy? EUROPEAN PSYCHOLOGIST 2019. [DOI: 10.1027/1016-9040/a000344] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Abstract
Abstract. We report the results of a meta-analysis of 22 experiments comparing the eye movement data obtained from young ( Mage = 21 years) and old ( Mage = 73 years) readers. The data included six eye movement measures (mean gaze duration, mean fixation duration, total sentence reading time, mean number of fixations, mean number of regressions, and mean length of progressive saccade eye movements). Estimates were obtained of the typified mean difference, d, between the age groups in all six measures. The results showed positive combined effect size estimates in favor of the young adult group (between 0.54 and 3.66 in all measures), although the difference for the mean number of fixations was not significant. Young adults make in a systematic way, shorter gazes, fewer regressions, and shorter saccadic movements during reading than older adults, and they also read faster. The meta-analysis results confirm statistically the most common patterns observed in previous research; therefore, eye movements seem to be a useful tool to measure behavioral changes due to the aging process. Moreover, these results do not allow us to discard either of the two main hypotheses assessed for explaining the observed aging effects, namely neural degenerative problems and the adoption of compensatory strategies.
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Affiliation(s)
| | - José A. León
- Dpto de Psicología Básica, Universidad Autónoma de Madrid, Spain
| | | | - Juan Botella
- Dpto de Social y Metodología, Universidad Autónoma de Madrid, Spain
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Panadero E, Brown GTL, Strijbos JW. The Future of Student Self-Assessment: a Review of Known Unknowns and Potential Directions. EDUCATIONAL PSYCHOLOGY REVIEW 2015. [DOI: 10.1007/s10648-015-9350-2] [Citation(s) in RCA: 69] [Impact Index Per Article: 7.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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Baars M, van Gog T, de Bruin A, Paas F. Effects of Problem Solving after Worked Example Study on Primary School Children's Monitoring Accuracy. APPLIED COGNITIVE PSYCHOLOGY 2014. [DOI: 10.1002/acp.3008] [Citation(s) in RCA: 35] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Affiliation(s)
- Martine Baars
- Institute of Psychology; Erasmus University Rotterdam; The Netherlands
| | - Tamara van Gog
- Institute of Psychology; Erasmus University Rotterdam; The Netherlands
| | - Anique de Bruin
- Department of Educational Development and Research; Maastricht University; The Netherlands
| | - Fred Paas
- Institute of Psychology; Erasmus University Rotterdam; The Netherlands
- Interdisciplinary Educational Research Institute; University of Wollongong; Australia
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Baars M, Visser S, Gog TV, Bruin AD, Paas F. Completion of partially worked-out examples as a generation strategy for improving monitoring accuracy. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2013. [DOI: 10.1016/j.cedpsych.2013.09.001] [Citation(s) in RCA: 23] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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van Gog T, Jarodzka H. Eye Tracking as a Tool to Study and Enhance Cognitive and Metacognitive Processes in Computer-Based Learning Environments. INTERNATIONAL HANDBOOK OF METACOGNITION AND LEARNING TECHNOLOGIES 2013. [DOI: 10.1007/978-1-4419-5546-3_10] [Citation(s) in RCA: 38] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/03/2022]
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Panadero E, Tapia JA, Huertas JA. Rubrics and self-assessment scripts effects on self-regulation, learning and self-efficacy in secondary education. LEARNING AND INDIVIDUAL DIFFERENCES 2012. [DOI: 10.1016/j.lindif.2012.04.007] [Citation(s) in RCA: 72] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
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Van Gog T, Kester L, Paas F. Effects of concurrent monitoring on cognitive load and performance as a function of task complexity. APPLIED COGNITIVE PSYCHOLOGY 2010. [DOI: 10.1002/acp.1726] [Citation(s) in RCA: 39] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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Scheiter K, van Gog T. Using eye tracking in applied research to study and stimulate the processing of information from multi-representational sources. APPLIED COGNITIVE PSYCHOLOGY 2009. [DOI: 10.1002/acp.1524] [Citation(s) in RCA: 39] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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