Impact of Think-Aloud on Eye-Tracking: A Comparison of Concurrent and Retrospective Think-Aloud for Research on Decision-Making in the Game Environment

Prokop, Michal; Pilař, Ladislav; Tichá, Ivana

doi:10.3390/s20102750

Cited by 25 publications

(21 citation statements)

References 79 publications

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“…Verbalizing what a person thinks could interfere with their cognitive processes actually taking place during the respective task (van Gog et al, 2005). In some cases, concurrent verbalizations during tasks can even distort data provided by eye tracking (Prokop et al, 2020). Therefore, retrospective verbalizations 6 are often used after the completion of such complex tasks.…”

Section: Analysis Of Teachers' Verbalizationsmentioning

confidence: 99%

“…One way to support the validity of these retrospective reports is to stimulate verbalizations with cues for the cognitive processes that actually took place during the task (Guan et al, 2006;van Gog et al, 2005). Specifically, videocued or eye movement-cued retrospective verbalization have been found to be more informative in situations where concurrent or un-cued retrospective verbalization has drawbacks (Hyrskykari et al, 2008;Prokop et al, 2020;van Gog et al, 2005).…”

Section: Analysis Of Teachers' Verbalizationsmentioning

confidence: 99%

“…The procedure and methods used to elicit teachers' skills in Study 2 and Study 3 were developed based on findings from expertise research (Guan et al, 2006;Hyrskykari et al, 2008;Prokop et al, 2020;van Gog et al, 2005) and preserved the spontaneous character of teachers' skills that is particularly important regarding classroom management. On the one hand, this procedure was more situated than standardized instruments (Gold & Holodynski, 2015;König & Lee, 2015).…”

Section: Of Their Situation-specific Skills?mentioning

confidence: 99%

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Novice and expert teachers’ situation-specific skills regarding classroom management: What do they perceive, interpret and suggest?

Stahnke

Blömeke

2021

Teaching and Teacher Education

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Situation-specific skills are an important part of teacher expertise and are particularly relevant in the area of classroom management. Against the background of general and classroom management-specific teacher competence and expertise research, this dissertation systematically synthesized previous findings and also investigated how novice and expert teachers differ in their skills with regard to classroom management.Study 1 summarized the state of research in a systematic review of 60 empirical studies, thereby identifying insights into teachers' skills and their facilitation, as well as the conceptual frameworks of the studies. For Study 2 and Study 3, the skills of 20 novice and 20 expert teachers were examined using video clips that show events relevant to classroom management. Study 2 investigated format-specific expertise effects and, in particular, the skill of perception by using eye tracking methods. Experts were found to focus on students and their learning, while novices showed less pronounced skills, especially in the partner work format. Using teachers' retrospective verbal analyses of classroom management events, Study 3 examined expertise effects with respect to teachers' perception, interpretation and decision-making. Again, expertise was characterized by a focus on students. In addition, experts proposed more alternative courses of action than novices. In summary, it can be concluded that experts are superior to novices especially with regard to the skill of decision-making. Furthermore, the results indicate that more open formats of instruction are particularly challenging for novices. The relevance of the results is discussed with regard to general expertise and competence research as well as classroom management research. The studies point to theoretical ambiguities regarding the construct of situation-specific skills, as well as an overemphasis of previous research on behavioral management in whole-group instruction settings.

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Section: Analysis Of Teachers' Verbalizationsmentioning

confidence: 99%

Section: Analysis Of Teachers' Verbalizationsmentioning

confidence: 99%

Section: Of Their Situation-specific Skills?mentioning

confidence: 99%

See 1 more Smart Citation

Novice and expert teachers’ situation-specific skills regarding classroom management: What do they perceive, interpret and suggest?

Stahnke

Blömeke

2021

Teaching and Teacher Education

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“…The think-aloud method is also a useful addition to eye-tracking studies as it can provide semantic meaning to fixations and transitions. At the same time, it can also influence eye-tracking, for instance if the fixation time increases during simultaneous think-alouds due to the higher cognitive load, thus potentially leading to asynchronous or delayed verbalization, and gaze shifts [60]. In the present study, the tasks are quite challenging for the test participants, so that a retrospective analysis of verbal data could be useful to explore the meaning of the participants' eye movements in further studies.…”

Section: Rq1: How Do Correct and Incorrect Solvers Differ In Their Proportion Of Fixations On Aois Of Graph Understanding Tasks?mentioning

confidence: 88%

Epistemic Network Analyses of Economics Students’ Graph Understanding: An Eye-Tracking Study

Brückner

Schneider

Zlatkin‐Troitschanskaia

et al. 2020

Sensors

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Learning to solve graph tasks is one of the key prerequisites of acquiring domain-specific knowledge in most study domains. Analyses of graph understanding often use eye-tracking and focus on analyzing how much time students spend gazing at particular areas of a graph—Areas of Interest (AOIs). To gain a deeper insight into students’ task-solving process, we argue that the gaze shifts between students’ fixations on different AOIs (so-termed transitions) also need to be included in holistic analyses of graph understanding that consider the importance of transitions for the task-solving process. Thus, we introduced Epistemic Network Analysis (ENA) as a novel approach to analyze eye-tracking data of 23 university students who solved eight multiple-choice graph tasks in physics and economics. ENA is a method for quantifying, visualizing, and interpreting network data allowing a weighted analysis of the gaze patterns of both correct and incorrect graph task solvers considering the interrelations between fixations and transitions. After an analysis of the differences in the number of fixations and the number of single transitions between correct and incorrect solvers, we conducted an ENA for each task. We demonstrate that an isolated analysis of fixations and transitions provides only a limited insight into graph solving behavior. In contrast, ENA identifies differences between the gaze patterns of students who solved the graph tasks correctly and incorrectly across the multiple graph tasks. For instance, incorrect solvers shifted their gaze from the graph to the x-axis and from the question to the graph comparatively more often than correct solvers. The results indicate that incorrect solvers often have problems transferring textual information into graphical information and rely more on partly irrelevant parts of a graph. Finally, we discuss how the findings can be used to design experimental studies and for innovative instructional procedures in higher education.

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“…Além disso, todas as imagens apresentadas na etapa 2 do fluxo do experimento (conforme Figura 4.3 anteriormente apresentada) foram convertidas em tons de cinza e foi gerado um histograma como medida multivariada para verificação se havia diferença estatística entre cada imagem e os grupos de estímulos apresentados no experimento, sendo escolhidas dentro de uma mesma faixa de luminância para não proporcionar distorções na dilatação pupilar oriundas de eventuais diferenças significativas dessa luminância. Esse tamanho amostral é equivalente a vários estudos recentes na área de tomada de decisão econômica com a utilização de eye-tracker (MARCHEWKA et al, 2014;BARRAFREM;HAUSFELD, 2020;PROKOP;PILAŘ;TICHÁ, 2020).…”

Section: Estímulosunclassified

A influência de imagens emocionais na dilatação pupilar e na tomada de decisão econômica intertemporal

Pires¹

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The traditional theory of finance, for a long time, has been considered as absolutely correct. The traditional thought originated from the economy, which suggests that people make decisions in a strictly rational way in the ordinary economic choices. Contrary to this, at present, in Behavioral Economics, it is known that decisions are not made by humans with total rationality. Emotional stimuli by images, then, were inserted to detect possible interference in decisions. The present study used 3 sets of emotional images: positive, negative and neutral, previously presented to different volunteers and displayed to determine the relationship between emotional images, the respective pupil responses, and inter-temporal economic choices. In which the first question deals with receiving wages in ascending or descending order over 6 years. The second question refers to the minimum required amount to be worth a 1- month wait and for a 1-year wait to receive R$ 1,000.00 earned and the third question concerns a hosting earned to enjoy in 1 month. in a 3-star hotel, or, in 1 year, in a 5-star hotel There is evidence that the positive and negative images provided greater pupillary dilation in relation to its baseline. For the first and three intertemporal economic questions, no interference from emotional stimuli in the choices was observed, with only about half of the volunteers opting for a choice that provides the greatest gain, regardless of the stimulus to which they were previously induced. This indicates that the emotional stimulus, although proven to be absorbed by the volunteers through the measurement of pupillary dilation, was not decisive to interfere in the intertemporal choice of these two questions (1 and 3), as they supported incoherent choices regardless of the type of stimulus. In question 2, it was observed that when faced with a discount from the near (1 month) and distant (1 year) future, they made decisions inconsistent with the economic logic, since the averages of the results of the Future Discount 1 (DF1) and Discount of the Future 2 (DF2) were 0.5170 for 1 year and 0.1987 for 1 month annualized. Thus, the theory assumes that DF1 is equal to DF2. This study is the first, to the best of our knowledge, to relate the interference of the emotional state, measured by a type of biosignal, to intertemporal economic decisions

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Impact of Think-Aloud on Eye-Tracking: A Comparison of Concurrent and Retrospective Think-Aloud for Research on Decision-Making in the Game Environment

Cited by 25 publications

References 79 publications

Novice and expert teachers’ situation-specific skills regarding classroom management: What do they perceive, interpret and suggest?

Novice and expert teachers’ situation-specific skills regarding classroom management: What do they perceive, interpret and suggest?

Epistemic Network Analyses of Economics Students’ Graph Understanding: An Eye-Tracking Study

A influência de imagens emocionais na dilatação pupilar e na tomada de decisão econômica intertemporal

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