Eye movement modeling examples are instructional videos in which a model (this can be an expert, a teacher, or a peer student) demonstrates and usually (though not necessarily) verbally explains how to perform a task. In contrast to regular video examples, however, students do not only see the model’s actions but also a visualization of the model’s eye movements superimposed on the video (i.e., the student sees where the model is looking at any given moment, indicated, for instance, by means of a circle or dot). Seeing where the model is looking at any given moment can serve two functions: 1) it synchronizes the students’ gaze with the model’s gaze, which can aid the comprehension of the model’s demonstration and explanation, and 2) it can give students insight into the perceptual or cognitive strategies the model uses to perform the task, which would otherwise not be observable for them. In this chapter, evidence on the effectiveness of eye movement modeling examples for attaining these two goals is reviewed, followed by a critical discussion and avenues for future research on this topic.
DOCUMENT
The main result of this effectiveness study is that a reading program with a focus on students’ poetry reading processes, based on observational learning via eye movement modeling examples, can improve students’ reading comprehension for different text types. In a pretest-posttest design with an experimental group (ten classes) and a control group (five classes), students’ self-efficacy regarding their own reading process and their reading comprehension were measured. Over a six-week period, teachers of Dutch and their students worked with the six experimental lessons, instead of the regular reading program: students observed and evaluated contrasting peer reading processes, reflected on differences with their own reading process, and then they practiced aspects of a deep reading process. The program resulted in significant progress in the reading comprehension of “expository texts” (ES = .66), “short stories” (ES = .66), and especially “poetry” (ES = .81). Furthermore, the self-efficacy test results show that students in the experimental condition experienced significantly more learning effect after the intervention period than those in the control group. Moreover, based on the learning reports, evaluation tasks and interviews, it appears that the participants in the innovative program have become aware of their reading and how they improved their performance.
LINK
Het versterken van de leesvaardigheid is een prioriteit voor de Nederlandse overheid, omdat goed tekstbegrip essentieel is voor het leren en voor het functioneren in de maatschappij. Onderzoek wijst uit dat Nederlandse jongeren minder vaardig en minder graag lezen, waardoor effectieve leeslessen nodig zijn. In lees- en literatuurlessen Nederlands (en lessen in moderne vreemde talen) ligt de nadruk vaak op het beantwoorden van vragen over teksten, met weinig aandacht voor het lezen en begrijpen van literaire teksten zoals poëzie. Dit is een gemiste kans, omdat het lezen van dergelijke teksten de leesvaardigheid en het begrip van taal en cultuur kan vergroten. In dit onderzoek is voor het eerst onderzocht hoe havo- en vwo-leerlingen poëzie lezen en begrijpen in vergelijking met proza (korte verhalen en beschrijvende teksten), met behulp van tekst-met-vragen en oogbewegingstechnologie. Een eerste bevinding is dat de leesprestaties voor poëzie consistent lager zijn dan voor proza in alle leerjaren. Daarnaast verbetert het begrip van poëzie niet in de loop van de leerjaren, terwijl het begrip van proza dat wel doet. De eyetracking gegevens laten met name zien dat leerlingen zowel poëzie als proza de eerste keer snel en lineair (oppervlakkig) lezen, maar poëzieteksten langer lezen na het lezen van een vraag. Vervolgens werd een leesprogramma voor poëzie en proza ontwikkeld en getest. Het programma is gebaseerd op observerend leren aan de hand van video's van de oogbewegingen van leerlingen. Leerlingen die deelnamen aan het programma lazen en begrepen poëzie, korte verhalen en informatieve teksten significant beter, ook in vergelijking met leerlingen die reguliere leeslessen volgden. Het is daarom aan te bevelen om in lessen Nederlands en in andere lessen aandacht te besteden aan het leesproces van leerlingen, met name poëzie.
DOCUMENT
Dynamic body feedback is used in dance movement therapy (DMT), with the aim to facilitate emotional expression and a change of emotional state through movement and dance for individuals with psychosocial or psychiatric complaints. It has been demonstrated that moving in a specific way can evoke and regulate related emotions. The current study aimed to investigate the effects of executing a unique set of kinetic movement elements on an individual mover’s experience of happiness. A specific sequence consisting of movement elements that recent studies have related to the feeling of happiness was created and used in a series of conditions. To achieve a more realistic reflection of DMT practice, the study incorporated the interpersonal dimension between the dance movement therapist (DMTh) and the client, and the impact of this interbodily feedback on the emotional state of the client. This quantitative study was conducted in a within-subject design. Five male and 20 female participants (mean age = 20.72) participated in three conditions: a solo executed movement sequence, a movement sequence executed with a DMTh who attuned and mirrored the movements, and a solo executed movement sequence not associated with feelings of happiness. Participants were only informed about the movements and not the feelings that may be provoked by these movements. The effects on individuals were measured using the Positive and Negative Affect Schedule and visual analog scales. Results showed that a specific movement sequence based on movement elements associated with happiness executed with a DMTh can significantly enhance the corresponding affective state. An additional finding of this study indicated that facilitating expressed emotion through movement elements that are not associated with happiness can enhance feelings such as empowerment, pride, and determination, which are experienced as part of positive affect. The results show the impact of specific fullbody movement elements on the emotional state and the support outcome of DMT on emotion regulation.
DOCUMENT
Many students persistently misinterpret histograms. This calls for closer inspection of students’ strategies when interpreting histograms and case-value plots (which look similar but are diferent). Using students’ gaze data, we ask: How and how well do upper secondary pre-university school students estimate and compare arithmetic means of histograms and case-value plots? We designed four item types: two requiring mean estimation and two requiring means comparison. Analysis of gaze data of 50 students (15–19 years old) solving these items was triangulated with data from cued recall. We found five strategies. Two hypothesized most common strategies for estimating means were confirmed: a strategy associated with horizontal gazes and a strategy associated with vertical gazes. A third, new, count-and-compute strategy was found. Two more strategies emerged for comparing means that take specific features of the distribution into account. In about half of the histogram tasks, students used correct strategies. Surprisingly, when comparing two case-value plots, some students used distribution features that are only relevant for histograms, such as symmetry. As several incorrect strategies related to how and where the data and the distribution of these data are depicted in histograms, future interventions should aim at supporting students in understanding these concepts in histograms. A methodological advantage of eye-tracking data collection is that it reveals more details about students’ problem-solving processes than thinking-aloud protocols. We speculate that spatial gaze data can be re-used to substantiate ideas about the sensorimotor origin of learning mathematics.
LINK
The main aim of this study was to determine the agreement in classification between the modified KörperKoordinations Test für Kinder (KTK3+) and the Athletic Skills Track (AST) for measuring fundamental movement skill levels (FMS) in 6- to 12-year old children. 3,107 Dutch children (of which 1,625 are girls) between 6 and 12 years of age (9.1 ± 1.8 years) were tested with the KTK3+ and the AST. The KTK3+ consists of three items from the KTK and the Faber hand-eye coordination test. Raw scores from each subtest were transformed into percentile scores based on all the data of each grade. The AST is an obstacle course consisting of 5 (grades 3 till 5, 6–9 years) or 7 (grades 6 till 8, 9–12 years) concatenated FMS that should be performed as quickly as possible. The outcome measure is the time needed to complete the track. A significant bivariate Pearson correlation coefficient of 0.51 was found between the percentile sum score of the KTK3+ and the time to complete the AST, indicating that both tests measure a similar construct to some extent. Based on their scores, children were classified into one of five categories: <5, 5–15, 16–85, 86–95 or >95%. Cross tabs revealed an agreement of 58.8% with a Kappa value of 0.15 between both tests. Less than 1% of the children were classified more than two categories higher or lower. The moderate correlation between the KTK3+ and the AST and the low classification agreement into five categories of FMS stress the importance to further investigate the test choice and the measurement properties (i.e., validity and reliability) of both tools. PE teachers needs to be aware of the context in which the test will be conducted, know which construct of motor competence they want to measure and know what the purpose of testing is (e.g., screening or monitoring). Based on these considerations, the most appropriate assessment tool can be chosen.
MULTIFILE
One of the claims the OER movement makes is that availability of (open) digital learning materials improves the quality of education. The promise is the ability to offer educational programs that take into account specific demands of the learner. The question is how to reach a situation where a customized demand can be met using OER with acceptable quality against acceptable costs. This situation resembles mass customization as is common in industry for several decades now. Techniques from an industry where an end product is assembled with the demands of the customer as a starting point can be translated to the field of education where courses and learning paths through a curriculum are assembled using a mixture of open and closed learning materials and learning services offered by an institution. Advanced IT support for both the modeling of the learning materials and services and a configurator to be used by a learner are necessary conditions for this approach.
MULTIFILE
We examine the ways in which a hidden crisis can be exposed from a communication point of view. In which way can organisations create general awareness of a crisis and try to understand the dynamic nature of interactions? With the help of discourse analysis, we have examined the interactional achievements of two crisis entrepreneurs in the domain of education in the Netherlands: a rector of a secondary school and the founders of BON, a social movement aimed at improving the quality of education. In this way, we will illustrate the discursive practices that play an active role when certain players signal a crisis.
DOCUMENT
We need mental and physical reference points. We need physical reference points such as signposts to show us which way to go, for example to the airport or the hospital, and we need reference points to show us where we are. Why? If you don’t know where you are, it’s quite a difficult job to find your way, thus landmarks and “lieux de memoire” play an important role in our lives.
LINK
The finding of poor lighting conditions in nursing homes in combination with a high prevalence of visual problems (with cataract found to be the most common age related pathology), stretches the need of enhanced awareness of eye care by professional caregivers.
DOCUMENT
