Conducting developmental research online vs. in-person: A meta-analysis

Chuey, Aaron; Boyce, Veronica; Cao, Anjie; Frank, Michael C.

doi:10.31234/osf.io/qc6fw

Cited by 14 publications

(9 citation statements)

References 14 publications

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“…We found that 18‐ to 27‐month‐olds’ goal‐based action predictions—reflected in above‐chance looking toward the location that matches the outcome of an agent's action goal—occurred in our remotely tested sample, replicating results obtained with in‐lab commercial eye‐tracking systems (Schuwerk et al., 2022). This finding shows that web‐based eye tracking can be used successfully to assess children's goal‐based action predictions and is in line with previous studies reporting that moderated web‐based test sessions with children are comparable to in‐lab sessions (Chuey et al., 2021, 2022; Prein et al., 2022; Schidelko et al., 2021). Also, in line with previous remote studies in children, we found no statistically significant age effect (Chuey et al., 2022), suggesting that our web‐based eye‐tracking method may capture anticipatory looking behavior equally well among 18‐ to 27‐month‐olds.…”

Section: Discussionsupporting

confidence: 91%

“…This finding shows that web-based eye tracking can be used successfully to assess children's goal-based action predictions and is in line with previous studies reporting that moderated web-based test sessions with children are comparable to in-lab sessions (Chuey et al, 2021(Chuey et al, , 2022Prein et al, 2022;Schidelko et al, 2021). Also, in line with previous remote studies in children, we found no statistically significant age effect (Chuey et al, 2022), suggesting that our web-based eye-tracking method may capture anticipatory looking behavior equally well among 18-to 27-month-olds.…”

Section: Measuring Goal-based Action Prediction Using Remote Web-base...supporting

confidence: 91%

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Validation of an open source, remote web‐based eye‐tracking method (WebGazer) for research in early childhood

Steffan,

Zimmer,

Arias‐Trejo

et al. 2023

Infancy

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Measuring eye movements remotely via the participant's webcam promises to be an attractive methodological addition to in‐person eye‐tracking in the lab. However, there is a lack of systematic research comparing remote web‐based eye‐tracking with in‐lab eye‐tracking in young children. We report a multi‐lab study that compared these two measures in an anticipatory looking task with toddlers using WebGazer.js and jsPsych. Results of our remotely tested sample of 18‐27‐month‐old toddlers (N = 125) revealed that web‐based eye‐tracking successfully captured goal‐based action predictions, although the proportion of the goal‐directed anticipatory looking was lower compared to the in‐lab sample (N = 70). As expected, attrition rate was substantially higher in the web‐based (42%) than the in‐lab sample (10%). Excluding trials based on visual inspection of the match of time‐locked gaze coordinates and the participant's webcam video overlayed on the stimuli was an important preprocessing step to reduce noise in the data. We discuss the use of this remote web‐based method in comparison with other current methodological innovations. Our study demonstrates that remote web‐based eye‐tracking can be a useful tool for testing toddlers, facilitating recruitment of larger and more diverse samples; a caveat to consider is the larger drop‐out rate.

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Section: Discussionsupporting

confidence: 91%

Section: Measuring Goal-based Action Prediction Using Remote Web-base...supporting

confidence: 91%

Validation of an open source, remote web‐based eye‐tracking method (WebGazer) for research in early childhood

Steffan,

Zimmer,

Arias‐Trejo

et al. 2023

Infancy

View full text Add to dashboard Cite

show abstract

“…This finding shows that web-based eye tracking can be used successfully to assess children's goal-based action predictions. This finding is in line with previous studies reporting that moderated web-based test sessions with children are comparable to in-lab sessions (Chuey et al, 2021;Chuey et al, 2022;Prein et al, 2022;Schidelko et al, 2021). Also, in line with previous remote studies in children, we found no statistically significant age effect (Chuey et al, 2022), suggesting that our web-based eye-tracking method may capture anticipatory looking behavior equally well among 18-to 27-month-olds.…”

Section: Measuring Goal-based Action Prediction Using Remote Web-base...supporting

confidence: 92%

Validation of an Open Source, Remote Web-based Eye-tracking Method (WebGazer) for Research in Early Childhood

Steffan¹,

Zimmer²,

Arias‐Trejo³

et al. 2023

Preprint

View full text Add to dashboard Cite

Measuring eye movements remotely via the participant’s webcam promises to be an attractive methodological addition to in-person eye-tracking in the lab. However, there is a lack of systematic research comparing remote web-based eye-tracking with in-lab eye-tracking in young children. We report a multi-lab study that compared these two measures in an anticipatory looking task with toddlers using WebGazer.js and jsPsych. Results of our remotely tested sample of 18-27-month-old toddlers (N = 125) revealed that web-based eye-tracking successfully captured goal-based action predictions, although the proportion of the goal-directed anticipatory looking was lower compared to the in-lab sample (N = 70). As expected, attrition rate was substantially higher in the web-based (42%) than the in-lab sample (10%). Excluding trials based on visual inspection of the match of time-locked gaze coordinates and the participant’s webcam video overlayed on the stimuli was an important preprocessing step to reduce noise in the data. We discuss the use of this remote web-based method in comparison with other current methodological innovations. Our study demonstrates that remote web-based eye-tracking can be a useful tool for testing toddlers, facilitating recruitment of larger and more diverse samples; a caveat to consider is the larger drop-out rate.

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“…First , these experiments were conducted online and thus were not monitored by researchers in real-time. Although we cannot completely discard the possibility that the online nature influenced our results, it is worth nothing that previous studies that compared online and in-person experiments in children (Chuey et al, 2022) and young adults (Bönstrup et al, 2020; Cubillos et al, 2023) found comparable results between these study modalities. For instance, Cubillos et al (2023) showed similar learning curves for the performance of the finger-tapping task between a supervised-lab and unsupervised-online young adult group.…”

Section: Discussionmentioning

confidence: 63%

Children exhibit a developmental advantage in the offline processing of a learned motor sequence

Van Roy,

Albouy,

Burns

et al. 2023

Preprint

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Research that examines changes in a specific behavior across the human lifespan frequently reports an inverted–U trajectory. That is, young adults exhibit optimal performance, children are conceptualized as developing systems progressing towards this ideal state, and older adulthood is characterized by performance decrements. However, not all behaviors follow this trajectory. Notably, there are instances – and in the learning and memory domain in particular – in which children outperform young adults and thus can be considered the model of optimal performance. This study aimed to reveal instances of childhood advantage in the domain of motor learning and memory consolidation. Motor sequence learning data were acquired from 7 to 35 and >55–year–old participants across two experiments via an online data acquisition platform. In Experiment 1 (n=130), participants learned an 8-element, bimanual motor sequence in a single practice session. In Experiment 2 (n=108), participants acquired the same sequence and were retested 5 and 24 hours after initial acquisition, affording the assessment of memory consolidation across offline periods including both wakefulness and sleep. Results from Experiment 1 revealed comparable initial learning dynamics among age groups, but 7– to 12–year–old children exhibited smaller sequence–specific learning relative to adolescents (13–17 years), young adults (18–35 years) and older adults (> 55 years). Interestingly, children tended to demonstrate the greatest performance gains over the short rest epochs interspersed with practice (i.e., 'micro'–offline intervals). Results from Experiment 2 revealed that this developmental advantage was not limited to the micro–offline timescale. Children and adolescents exhibited larger performance gains in the delayed retests, reflecting enhanced 'macro'–offline motor memory consolidation. Collectively, these results suggest that children exhibit a developmental advantage in the offline processing of recently practiced motor sequences.

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Conducting developmental research online vs. in-person: A meta-analysis

Cited by 14 publications

References 14 publications

Validation of an open source, remote web‐based eye‐tracking method (WebGazer) for research in early childhood

Validation of an open source, remote web‐based eye‐tracking method (WebGazer) for research in early childhood

Validation of an Open Source, Remote Web-based Eye-tracking Method (WebGazer) for Research in Early Childhood

Children exhibit a developmental advantage in the offline processing of a learned motor sequence

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