An Exploration of Think-aloud Protocols Linked with Eye-gaze Tracking: Are they Talking about what they are Looking at

Oh, Kevin; Almarode, John; Tai, Robert H.

doi:10.1016/j.sbspro.2013.09.175

Cited by 6 publications

(4 citation statements)

References 7 publications

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“…Further, the request to verbalise could also have influenced participants' gaze since concurrent think-aloud can affect the manner in which participants look at visual materials (e.g. Hertzum et al, 2009;Oh et al, 2013). Further, verbalisations were added to the study as a second measure for expertise and were introduced since the teachers indicated that students are required to describe images while they perform class activities.…”

Section: Are There Significant Differences In Terms Of the Verbalisation Score Between The Groups?mentioning

confidence: 99%

Effects of Experts’ Annotations on Fashion Designers Apprentices’ Gaze Patterns and Verbalisations

Coppi¹,

Oertel

Cattáneo³

2021

Vocations and Learning

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Visual expertise is a fundamental proficiency in many vocations and many questions have risen on the topic, with studies looking at experts and novices differences’ in observation (e.g., radiologists) or at ways to help novices achieve visual expertise (e.g., through annotations). However, most of these studies focus on white-collar professions and overlook vocational ones. For example, observing is uttermost important for fashion designers who spend most of their professional time on visual tasks related to creating patterns and garments or performing alterations. Therefore, this study focuses on trying to convey a professional way to look at images by exposing apprentices to images annotated (e.g., circles) by experts and identifying if their gaze (e.g., fixation durations and gaze coverage) and verbalisations (i.e., images descriptions) are affected. The study was conducted with 38 apprentices that were exposed to sequential sets of images depicting shirts, first non-annotated (pre-test), then annotated for the experimental group and non-annotated for the control group (training 1 and training 2), and finally non-annotated (post-test). Also, in the pre and post-test and in training 2 apprentices had to verbally describe each image. Gaze was recorded with the Tobii X2–60 tracker. Results for fixation durations showed that the experimental group looked longer in the annotated part of the shirt in training 1 and in the shirt’s central part at post-test. However, the experimental group did not cover a significantly larger area of the shirt compared to control and verbalisations show no difference between the groups at post-test.

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Section: Are There Significant Differences In Terms Of the Verbalisation Score Between The Groups?mentioning

confidence: 99%

Effects of Experts’ Annotations on Fashion Designers Apprentices’ Gaze Patterns and Verbalisations

Coppi¹,

Oertel

Cattáneo³

2021

Vocations and Learning

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“…Navyše, aj keď dĺžka fi xácie by mala odzrkadľovať, aký objem pozornosti je pridelený fi xovaným a oblastiam blízkym fi xovanej oblasti, tak tento objem nemusí vyjadrovať len relevantnosť podnetu, a preto pridelenie pozornosti, ale taktiež zaujímavosť podnetu, jeho zložitosť alebo jednoduchosť, čo v konečnom dôsledku môže viesť k odlišným interpretáciám dĺžky a distribúcie fi xácií. Preto je dôležité výstupy z merania pohybov očí pre komplexnú interpretáciu kombinovať s inými technikami ako napríklad verbálnymi protokolmi (think--aloud protocols), ktoré môžu mať podobu súbežného myslenia nahlas (concurrent think-aloud), alebo vo forme retrospektívneho myslenia nahlas (retrospective think--aloud) (Elling, Lentz & de Jong, 2012;Ericsson & Simon, 1993;Oh, Almarode & Tai, 2013). Taktiež môžu byť kombinované s rôznymi testami porozumenia či retrospektívnymi rozhovormi, ktoré bližšie vysvetľujú, čo skúmaného jedinca zaujalo a ako sledovaný materiál či scénu vnímal.…”

Section: Druhy Očných Pohybovunclassified

Eye-tracking v prostredí školskej triedy

Šmideková¹

2018

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Abstrakt: Predkladaný text predstavuje možnosti využitia technológie umožňujúcej sledovanie a zaznamenávanie pohybu očí â eye-trackingu â v pedagogickom výskume. Tvorený je kombináciou teoretickej stati približujúcej podstatu a mechanizmus očných pohybov, metódy ich sledovania a napokon samotnú technológiu eye-trackingu. Následne, v druhej časti, sa text opiera o výsledky prehľadovej štúdie, ktoré sú prezentované dvojstupňovo. V prvom kole bolo identifi kovaných 94 zahraničných empirických výskumných správ z oblasti pedagogiky a následne je formou ilustračných príkladov bližšie predstavená jedna z oblastí výskumu, a to výskumy realizované priamo v prostredí školskej triedy počas prebiehajúcej reálnej výuky. Cieľom oboch častí je určité priblíženie témy eye-trackingu českému a slovenskému čitateľovi a prostredníctvom vybraných výskumov aj ilustrovanie a dokázanie, že aj v pedagogickom výskume má eye-tracking svoje miesto.Kľúčové slová: eye-tracking, mapovanie očných pohybov, učiteľ, žiaci, procesy v školskej triede, prehľadová štúdia.

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“…Thinkaloud and verbal probing approaches assume that participants can report and even evaluate their own cognitive processes (Willson and Miller, 2014). However, the think-aloud method in combination with ET has been criticized (Oh et al, 2013). Verbal probing uses an afterwards/debriefing survey design that is more suitable in combination with ET and is appropriate for cognitive and decision process investigations (Caspar et al, 1999;Willson and Miller, 2014).…”

Section: Cognitive Interviewingmentioning

confidence: 99%

Shedding light on the usability of ecosystem services–based decision support systems: An eye-tracking study linked to the cognitive probing approach

2016

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a b s t r a c tThe requirements for communicating ecosystem services (ES) information often are not considered in operationalizing ES concepts. In particular, the heterogeneous uses of ES require different functionalities and qualities for the information provided, which must be considered when processing ES data into different types of information. The relevant factors that influence the usability of ES information include the users' knowledge and cognitive ability as well as case study-specific factors. This missing knowledge can affect the transformation of the ES concept into practice, thus preventing the use of ES for further development or for transformation to sustainable management. Providing information that is relevant and useful for decision-making thus depends on understanding potential users' demands and their cognitive processes involving the information in making decisions.In this contribution, we present the evaluation of specific design features of a prototype ES decision support system assessed in an eye-tracking experiment. The study was conducted with more than 100 participants who were split into two groups. The participants in both groups had a background in spatial planning but differed in their connection to the case study region. The tool presented various GIS-based modeled land-use scenarios driven by a new spatial planning policy recently adopted in Switzerland that lead to various impacts on ES in the region. The ES information was shown with additional land-use indicators as well as information about the landscape aesthetic in landscape visualizations. The results show that there were significant differences between the participants in the way they perceived, interpreted and used the information for ES-based decision-making tasks. We also identified critical key factors defining the types of representation of the information that influence perception and cognitive processes.In summary, the results of the study provide design recommendations for representing ES information based on the intended use and identify critical representation features that could potentially influence the perception of ES information.

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An Exploration of Think-aloud Protocols Linked with Eye-gaze Tracking: Are they Talking about what they are Looking at

Cited by 6 publications

References 7 publications

Effects of Experts’ Annotations on Fashion Designers Apprentices’ Gaze Patterns and Verbalisations

Effects of Experts’ Annotations on Fashion Designers Apprentices’ Gaze Patterns and Verbalisations

Eye-tracking v prostredí školskej triedy

Shedding light on the usability of ecosystem services–based decision support systems: An eye-tracking study linked to the cognitive probing approach

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