An Interactional Analysis of Gaze Coordination During Online Collaborative Problem Solving Activities

2014-06-23
Çakır, Murat Perit
Uzunosmanoğlu, Selin Deniz
Simultaneous tracking of eye gaze patterns of two or more students while they are engaged in a collaborative learning activity has recently attracted increasing interest in the learning sciences literature. The dual eye tracking paradigm allows researchers to quantify the degree of gaze overlap over the course of a learning activity, which is often treated as an estimate of the degree of joint attention among peers. In this paper we employ the dual eye tracking paradigm in the context of online collaborative geometry problem solving to quantify the degree of joint attention evidenced in gaze patterns, and explore what qualitative factors facilitate gaze coordination by focusing on the interactional organization of sequences in which gaze recurrence takes place.
Citation Formats
M. P. Çakır and S. D. Uzunosmanoğlu, “An Interactional Analysis of Gaze Coordination During Online Collaborative Problem Solving Activities,” presented at the International Conference of the Learning Sciences (ICLS 2014), 23 - 27 June 2014, 2014, Accessed: 00, 2021. [Online]. Available: https://repository.isls.org/handle/1/945.