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Displaying Teacher’s Gaze in a MOOC: Effects on Students’ Video Navigation Patterns

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Design for Teaching and Learning in a Networked World (EC-TEL 2015)

Part of the book series: Lecture Notes in Computer Science ((LNISA,volume 9307))

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Abstract

We present an eye-tracking study where we augment a Massive Open Online Course (MOOC) video with the gaze information of the teacher. We tracked the gaze of a teacher while he was recording the content for a MOOC lecture. Our working hypothesis is that displaying the gaze of the teacher will act as cues in crucial moments of dyadic conversation, the teacher-student dyad, such as reference disambiguation. We collected data about students’ video interaction behaviour within a MOOC. The results show that the showing the teacher’s gaze made the content easier to follow for the students even when complex visual stimulus present in the video lecture.

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Acknowledgement

This research was funded by Swiss National Science Foundation grants CR12I1_ 132996 and 206021_144975. We would also like to thank the teacher Prof. Jérôme Chenal, who agreed to let us experiment with his course on Coursera.

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Correspondence to Kshitij Sharma .

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© 2015 Springer International Publishing Switzerland

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Sharma, K., Jermann, P., Dillenbourg, P. (2015). Displaying Teacher’s Gaze in a MOOC: Effects on Students’ Video Navigation Patterns. In: Conole, G., Klobučar, T., Rensing, C., Konert, J., Lavoué, E. (eds) Design for Teaching and Learning in a Networked World. EC-TEL 2015. Lecture Notes in Computer Science(), vol 9307. Springer, Cham. https://doi.org/10.1007/978-3-319-24258-3_24

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  • DOI: https://doi.org/10.1007/978-3-319-24258-3_24

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-24257-6

  • Online ISBN: 978-3-319-24258-3

  • eBook Packages: Computer ScienceComputer Science (R0)

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