Teacher facilitation in the classroom is widely recognized as one of the main factors affecting student learning outcomes in formal face-to-face settings. However, the orchestration load that such facilitation represents for the teacher, within the constraints of an authentic classroom, remains under-researched. We are investigating new methods to estimate the cognitive load of teachers during lessons, combining mobile eye-tracking and post-hoc video analysis techniques.
Initial studies so far provided several insights about classroom usability challenges: the increased load of class-level facilitation, or the real-time monitoring of students’ progress. This new instrument in the researcher’s toolkit can help focus our attention in critical, fine-grained classroom usability episodes, to make more informed technology design decisions.
- Luis P. Prieto, Yun Wen, Daniela Caballero, Kshitij Sharma, Pierre Dillenbourg. Studying teacher cognitive load in multi-tabletop classrooms using mobile eye-tracking. In Proceedings of the 9th ACM International Conference on Interactive Tabletops and Surfaces (ITS 2014), Dresden, Germany, November 2014. (ACM link)
- Luis P. Prieto, Kshitij Sharma, Yun Wen and Pierre Dillenbourg. The burden of facilitating collaboration: Towards estimation of teacher orchestration load using eye-tracking measures. Accepted at the 11th International Conference on Computer-Supported Collaborative Learning (CSCL 2015), Gothenburg, Sweden, June 2015.
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Acknowledgements and funding
This project is part of the Marie Curie Intra-European Fellowship MIOCTI, whose goal is to study and model classroom orchestration, and to propose and evaluate solutions to enhance such orchestration, using tangible user interfaces and paper computing.
This project has received funding from the European Union’s Seventh Framework Programme for research, technological development and demonstration under grant agreement FP7-PEOPLE-2012-IEF project no. 327384.