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Chapter: 'How to Attract Students’ Visual Attention' from book: Adaptive and Adaptable Learning: 11th European Conference on Technology Enhanced Learning, EC-TEL 2016, Lyon, France, September 13-16, 2016, Proceedings (Book chapter)

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Book Series: Lecture Notes in Computer Science ISSN: 0302-9743 / 1611-3349 ISBN: 9783319451527 9783319451534 Year: Pages: 11 DOI: 10.1007/978-3-319-45153-4_3 Language: English
Publisher: Springer Nature
Subject: Education
Added to DOAB on : 2017-11-27 16:51:33
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Attracting students’ visual attention is critical in order for teachers to teach classes, communicate core concepts and emotionally connect with their students. In this paper we analyze two months of video recordings taken from a fourth grade class in a vulnerable school, where, every day, a sample of 3 students wore a mini video camera mounted on eyeglasses. We looked for scenes from the recordings where the teacher appears in the students’ visual field, and computed the average duration of each event. We found that the student’s gaze on the teacher lasted 44.9 % longer when the teacher gestured than when he did not, with an effect size (Cohen’s d) of 0.69. The data also reveals different effects for gender, subject matter, and student Grade Point Average (GPA). The effect of teacher gesturing on students with a low GPA is higher than on students’ with a high GPA. These findings may have broad significance for improving teaching practices.

Chapter: 'Does Taking a MOOC as a Complement for Remedial Courses Have an Effect on My Learning Outcomes? A Pilot Study on Calculus' from book: Adaptive and Adaptable Learning: 11th European Conference on Technology Enhanced Learning, EC-TEL 2016, Lyon, France, September 13-16, 2016, Proceedings (Book chapter)

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Book Series: Lecture Notes in Computer Science ISSN: 0302-9743 / 1611-3349 ISBN: 9783319451527 9783319451534 Year: Pages: 12 DOI: 10.1007/978-3-319-45153-4_17 Language: English
Publisher: Springer Nature
Subject: Education
Added to DOAB on : 2017-11-27 16:03:42
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This paper presents the results of a pilot study about students’ adoption and learning outcomes of 4 MOOCs proposed as a complementary resource for traditional remedial courses on calculus. While the MOOCs were not mandatory, traditional remedial courses were required for those freshmen failing a diagnostic exam. The effects on 589 freshmen students were investigated. The data analysis shows that up to 16 % of the students were active in the MOOCs under study, mostly during the days before taking the diagnostic exam that preceded the traditional face-to-face remedial courses. Trace data about learner actions within the platform were collected as well as the students’ scores. According to a statistical comparison of the students’ exam scores and their interaction behavior with the MOOCs, we observe that active students had more chances of passing the diagnostic exam and skipping the required remedial courses. However, we found no significant differences on the remedial course exam scores between the students that were active in the MOOCs and those that were not. These findings suggest that MOOCs are a good solution to strengthening skills and reviewing concepts, but that more guidance is needed when used as a complement to traditional f2f courses.

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