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The aim of the ASC is to jointly exploit the possibilities and address the challenges so that the eyetracking technique can be effectively used to design, evaluate and improve education.
The conference is organized around three topics. Each topic will be introduced by one presentation from the Educational Psychology community and one from the Eye Tracking Methodology community. The presentations are meant to give insight in each of the three topics from different perspectives and serve as an inspiration for the later parallel group session.
The speakers and topics are:
- Daniel Richardson (University College London )& Els Boshuizen (CELSTEC): Expertise and expertise development in the professions: The case of visual expertise
This topic focuses on the methodology for coupling eye tracking and verbal data.
- Richard Dewhurst (Humanities Lab, Lund University ) & Saskia Brand-Gruwel (CELSTEC): Information-problem solving: Connecting attentional and cognitive processes
This topic focuses on the methodology of measuring cognitive states, such as mental effort with eye tracking.
- Jukka Hyönä (Turku Univeristy )& Liesbeth Kester (CELSTEC): Adaptive learning Technologies
This topic focuses on the methodology of eye tracking data-analysis in navigational and reading strategies
Apart from these six presentations, you can follow two extra presentations in the life stream. Halszka Jarodzka (CELSTEC) will give a presentation on the Current status of eye tracking research on Learning and Instruction. Kenneth Holmqvist (Humanities Lab, Lund University ) will go into “Methodological aspects of eye tracking research.
Graphogame is a child-friendly computer game that helps children to learn the basic letters and their sounds. Through a series of levels, gradually, the child is able to construct these letters into small words and then larger words. Importantly, the game incorporates a dynamic element in that it also adapts to the child’s own level of ability and sets further levels in accordance with this ability. This prevents frustration in the context of learning while, at the same time, enjoyable positive feedback sustains the child’s interest in playing for sufficient time for learning to be established.
Graphogame was originally designed in Finland to help children learn letter- sound correspondences. The EU funded a large-scale cross-linguistic investigation of Graphogame in Finland, Switzerland, Holland and Britain.