Shaping learners' attention in massive open online courses

Kshitij Sharma; Daniela Caballero; Himanshu Verma; Patrick Jermann; Pierre Dillenbourg

Shaping learners' attention in massive open online courses

Kshitij Sharma, Daniela Caballero, Himanshu Verma, Patrick Jermann, Pierre Dillenbourg

Research output: Contribution to journal › Article › Scientific › peer-review

Abstract

We present an eye-tracking study in the context of Massive Open Online Course (MOOC) videos. We propose to use a pre-test as a way of priming students about the video content before they watch the video. In this study, we used two versions of the same pre-test: textual and schema based. The results show that priming has an effect on the learning gain as well as the gaze patterns of students as they watch the videos; the type of priming has an effect on whether students spend more time looking at textual or schema video elements.

Original language	English
Pages (from-to)	52-61
Number of pages	10
Journal	Revue internationale des technologies en pédagogie universitaire/International Journal of Technologies in Higher Education
Volume	12
Issue number	1-2
Publication status	Published - 2015
Externally published	Yes

Keywords

Eye tracking
Priming
Student engagement
Massive Open Online Courses

Cite this

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Shaping learners' attention in massive open online courses. / Sharma, Kshitij; Caballero, Daniela; Verma, Himanshu; Jermann, Patrick; Dillenbourg, Pierre.

In: Revue internationale des technologies en pédagogie universitaire/International Journal of Technologies in Higher Education, Vol. 12, No. 1-2, 2015, p. 52-61.

Research output: Contribution to journal › Article › Scientific › peer-review

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AU - Sharma, Kshitij

AU - Caballero, Daniela

AU - Verma, Himanshu

AU - Jermann, Patrick

AU - Dillenbourg, Pierre

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AB - We present an eye-tracking study in the context of Massive Open Online Course (MOOC) videos. We propose to use a pre-test as a way of priming students about the video content before they watch the video. In this study, we used two versions of the same pre-test: textual and schema based. The results show that priming has an effect on the learning gain as well as the gaze patterns of students as they watch the videos; the type of priming has an effect on whether students spend more time looking at textual or schema video elements.

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KW - Priming

KW - Student engagement

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Shaping learners' attention in massive open online courses

Abstract

Keywords

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