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Eye-Tracking the Emergence of Attentional Anchors in a Mathematics Learning Tablet Activity
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Author(s): Shakila Shayan (Utrecht University, The Netherlands), Dor Abrahamson (University of California – Berkeley, USA), Arthur Bakker (Utrecht University, The Netherlands), Carolien A. C. G. Duijzer (Utrecht University, The Netherlands)and Marieke van der Schaaf (Utrecht University, The Netherlands)
Copyright: 2017
Pages: 29
Source title:
Eye-Tracking Technology Applications in Educational Research
Source Author(s)/Editor(s): Christopher Was (Kent State University, USA), Frank Sansosti (Kent State University, USA)and Bradley Morris (Kent State University, USA)
DOI: 10.4018/978-1-5225-1005-5.ch009
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Abstract
Little is known about micro-processes by which sensorimotor interaction gives rise to conceptual development. Per embodiment theory, these micro-processes are mediated by dynamical attentional structures. Accordingly this study investigated eye-gaze behaviors during engagement in solving tablet-based bimanual manipulation tasks designed to foster proportional reasoning. Seventy-six elementary- and vocational-school students (9-15 yo) participated in individual task-based clinical interviews. Data gathered included action-logging, eye-tracking, and videography. Analyses revealed the emergence of stable eye-path gaze patterns contemporaneous with first enactments of effective manipulation and prior to verbal articulations of manipulation strategies. Characteristic gaze patterns included consistent or recurring attention to screen locations that bore non-salient stimuli or no stimuli at all yet bore invariant geometric relations to dynamical salient features. Arguably, this research validates empirically hypothetical constructs from constructivism, particularly reflective abstraction.
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