865 research outputs found

    Keep Your Eyes above the Ball: Investigation of Virtual Reality (VR) Assistive Gaming for Age-Related Macular Degeneration (AMD) Visual Training

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    Humans are beyond all visual beings since most of the outside information is gathered through the visual system. When the aging process starts, visual functional damages become more and more common and the risk of developing visual impairment is higher. Age-related macular degeneration (AMD) is one of the main afflictions that leads to severe damage to the optical system due to the aging process. The ones affected lose the ability to use the central part of vision, essential for accurate visual information processing. Even if less accurate, peripheral vision remains unaffected, hence medical experts have developed training procedures to train patients to use peripheral vision instead to navigate their environment and continue their daily lives. This type of training is called eccentric viewing. However, there are several shortcomings in current approaches, such as not being engaging or individualizable enough nor cost and time-effective. The main scope of this dissertation was to find out if more engaging and individualizable methods can be used for peripheral training of AMD patients. The current work used virtual reality (VR) gaming to deliver AMD training; the first time such an approach was used for eccentric viewing training. In combination with eye-tracking, real-time individualized assistance was also achieved. Thanks to an integrated eye-tracker in the headset, concentric gaze-contingent stimuli were used to redirect the eyes toward an eccentric location. The concentric feature allowed participants to choose freely and individually their peripheral focus point. One study investigated the feasibility a VR system for individualized visual training of ophthalmic patients, two studies investigated two types of peripheral stimuli (three spatial cues and two optical distortions) and the last study was a case study looking into the feasibility of such an approach for a patient with late AMD. Changes in gaze directionality were observed in all the last three studies for one specific spatial cue, a concentric ring. In accordance with the literature, the gaze was directed spontaneously toward the most effective peripheral position. The last study additionally proved gaming feasible for future testing of the elderly AMD population. The current work opened the road to more individualized and engaging interventions for eccentric viewing training for late AMD

    Eye tracking in children with ADHD: exploring new diagnostic measures and reading training procedures

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    The overall aim of this research was to explore new diagnostic measures and reading training procedures for children with Attention Deficit Hyperactivity Disorder (ADHD). Specifically, it was hypothesised that the participants with ADHD would have different eye movement behaviours when reading aloud and silently compared to matched controls. It was also hypothesised that there would be a relationship between their eye movement behaviours and their leg and arm movements, with the administration of methylphenidate producing noticeable changes. The participants consisted of three male children with ADHD, aged between 7-8 years, and two reading level and age matched controls. The research consisted of two experiments during which the participants read short stories, while ignoring two visual distracters. The eye tracker recorded their eye lines of gaze, including their the number of fixations and the angles of saccades. During the training procedure, visual reminders prompted the participants to focus their attention on the reading task. As additional help, the computer-generated words were highlighted on the desired reading position. A calibration procedure that accommodated the hyperactivity of the participants with ADHD was successfully designed and outlined. Preliminary results indicate that the eye movements of the participants with ADHD differed from that of their matched controls and were characterised by rapidly changing lines of gaze and shorter fixation periods, which tended to be more pronounced when reading silently. :MPH reduced the amount of arm and leg movements but did not reduce the rapidly changing eye movements of one participant with ADHD, compared to matched controls with and without ADHD. The visual prompts in the training procedure had little social validity, but highlighting the text resulted in an increased consistency in the eye movement variables and reading performance when reading aloud and silently for both the participants with and without ADHD

    The effects of simulated hemianopia on eye movements during text reading

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    Vision loss is a common, devastating complication of cerebral strokes. In some cases the complete contra-lesional visual field is affected, leading to problems with routine tasks and, notably, the ability to read. Although visual information crucial for reading is imaged on the foveal region, readers often extract useful parafoveal information from the next word or two in the text. In hemianopic field loss, parafoveal processing is compromised, shrinking the visual span and resulting in slower reading speeds. Recent approaches to rehabilitation using perceptual training have been able to demonstrate some recovery of useful visual capacity. As gains in visual sensitivity were most pronounced at the border of the scotoma, it may be possible to use training to restore some of the lost visual span for reading. As restitutive approaches often involve prolonged training sessions, it would be beneficial to know how much recovery is required to restore reading ability. To address this issue, we employed a gaze-contingent paradigm using a low-pass filter to blur one side of the text, functionally simulating a visual field defect. The degree of blurring acts as a proxy for visual function recovery that could arise from restitutive strategies, and allows us to evaluate and quantify the degree of visual recovery required to support normal reading fluency in patients. Because reading ability changes with age, we recruited a group of younger participants, and another with older participants who are closer in age to risk groups for ischaemic strokes. Our results show that changes in patterns of eye movement observed in hemianopic loss can be captured using this simulated reading environment. This opens up the possibility of using participants with normal visual function to help identify the most promising strategies for ameliorating hemianopic loss, before translation to patient groups

    Cell-type specific cholinergic modulation in anterior cingulate and lateral prefrontal cortices of the rhesus macaque

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    The lateral prefrontal cortex (LPFC) and the anterior cingulate cortex (ACC) are two key regions of the frontal executive control network. Ascending cholinergic pathways differentially innervate these two functionally distinct cortices to modulate arousal and motivational signaling for higher-order functions. The action of acetylcholine (ACh) in sensory cortices is constrained by layer, anatomical cell type, and subcellular localization of distinct receptors, but little is known about the nature and organization of frontal-cholinergic circuitry in primates. In this dissertation, we characterized the anatomical localization of muscarinic acetylcholine receptors (mAChRs), m1 and m2–the predominant subtypes in the cortex–and their expression profiles on distinct cell types and pathways in ACC and LPFC of the rhesus monkey, using immunohistochemistry, anatomical tract-tracing, whole cell patch-clamp recordings, and single nucleus RNA sequencing. In the first series of studies (Chapter 2), we used immunohistochemistry and high-resolution confocal microscopy to reveal regional differences in m1 and m2 receptor localization on excitatory pyramidal and inhibitory neuron subpopulations and subcellular compartments in ACC (A24) versus LPFC (A46) of adult rhesus monkeys (Macaca mulatta; aged 7-11 yrs; 4 males and 2 females). The ACC exhibited a greater proportion of m2+ inhibitory neurons and a greater density of presynaptic m2+ receptors localized on inhibitory (VGAT+) terminations on pyramidal neurons compared to the LPFC. This result suggests a greater cholinergic suppression of GABAergic neurotransmission in ACC. In a second set of experiments (Chapter 3), we examined the heterogeneity of m1 and m2 laminar expression in functionally distinct ACC areas A24, A25, and A32. These differ in their connections with higher order cortical areas and limbic structures, such as the amygdala (AMY). The density of m1+ and/or m2 expressing (m1+/m2+) pyramidal neurons was significantly greater in A24 compared to A25 and to A32, while A25 exhibited a significantly greater density of m2+VGAT+ terminals. In addition, we examined the substrates for cholinergic modulation of long-range cortico-limbic processing using bidirectional neural tracers to label one specific subtype, the AMY-targeting projection neurons in these ACC areas. Compared to A24 and A32, the limbic ventral A25 had a greater density of m1+/m2+ AMY-targeting pyramidal neurons across upper layers 2-3 and deep layers 5-6, suggesting stronger cholinergic modulation of amygdalar outputs. Lastly (Chapter 4), we assessed the functional effects of cholinergic modulation on excitatory and inhibitory synaptic activity as well as the molecular signatures related to m1 and m2 receptor expression. In experiments using in vitro whole-cell patch-clamp recordings of layer 3 pyramidal neurons in ACC and LPFC, we found that application of the cholinergic agonist carbachol (CCh) significantly decreased the frequency of excitatory postsynaptic currents (EPSCs) to a greater extent in ACC A24 than in LPFC A46. Using single nucleus RNA sequencing, we found that enriched m1 and m2 transcriptional profiles in distinct cell-types and frontal areas (ACC A24 and LPFC A46) had differentially expressed genes associated with down-stream signaling cascades related to synaptic signaling and plasticity. Together, these data reveal the anatomical, functional, and transcriptomic neural substrates of diverse cholinergic modulation of local excitatory and inhibitory circuits and long-range cortico-limbic pathways in functionally-distinct ACC and LPFC frontal areas that are important for cognitive-emotional integration

    Emotion Recognition with Asymmetry Features of EEG Signals

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    Currently the study of affective computing (AC) includes a focus on researching emotion regulation and recognition. Recent studies in this field have utilized deep learning architectures to enhance emotion recognition from EEG signals. An alternative approach to deep learning is to use feature engineering to extract relevant features to train supervised machine learning models. Current theories in the neuroscience field can guide this feature engineering process. Neuroscientists have suggested various models to clarify how emotions are processed. One of these models suggests that positive emotions are processed in the left hemisphere, while negative emotions are processed in the right hemisphere. This emotional processing model has inspired previous studies to propose asymmetrical features to predict emotions. However, none of these studies have statistically evaluated whether the inclusion of asymmetrical features could yield benefits such as increased accuracy or reduced training time. To address that direction, this research presents both statistical evaluations for emotion regulation and a comparable model for emotion recognition. The outcomes show that brain hemispheres and frequency bands participate differently in processing emotions and observed the presence of the two asymmetry emotion processing models but in different frequency ranges. Also, the results from this study imply that by using asymmetry EEG, emotion recognition approaches can use fewer features without significantly compromising performance.Master of Science in Applied Computer Scienc

    Capturing and Scaffolding the Complexities of Self-Regulation During Game-Based Learning

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    Game-based learning environments (GBLEs) can offer students with engaging interactive instructional materials while also providing a research platform to investigate the dynamics and intricacies of effective self-regulated learning (SRL). Past research has indicated learners are often unable to monitor and regulate their cognitive and metacognitive processes within GBLEs accurately and effectively on their own due mostly to the open-ended nature of these environments. The future design and development of GBLEs and embedded scaffolds, therefore, require a better understanding of the discrepancies between the affordances of GBLEs and the required use of SRL. Specifically, how to incorporate interdisciplinary theories and concepts outside of traditional educational, learning, and psychological sciences literature, how to utilize process data to measure SRL processes during interactions with instructional materials accounting for the dynamics of leaners\u27 SRL, and how to improve SRL-driven scaffolds to be individualized and adaptive based on the level of agency GBLEs provide. Across four studies, this dissertation investigates learners\u27 SRL while they learn about microbiology using CRYSTAL ISLAND, a GBLE, building upon each other by enhancing the type of data collected, analytical methodologies used, and applied theoretical models and theories. Specifically, this dissertation utilizes a combination of traditional statistical approaches (i.e., linear regression models), non-linear statistical approaches (i.e., growth modeling), and non-linear dynamical theory (NDST) approaches (aRQA) with process trace data to contribute to the field\u27s current understanding of the dynamics and complexities of SRL. Furthermore, this dissertation examines how limited agency can act as an implicit scaffold during game-based learning to promote the use of SRL processes and increase learning outcomes

    Exploring Robot Teleoperation in Virtual Reality

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    This thesis presents research on VR-based robot teleoperation with a focus on remote environment visualisation in virtual reality, the effects of remote environment reconstruction scale in virtual reality on the human-operator's ability to control the robot and human-operator's visual attention patterns when teleoperating a robot from virtual reality. A VR-based robot teleoperation framework was developed, it is compatible with various robotic systems and cameras, allowing for teleoperation and supervised control with any ROS-compatible robot and visualisation of the environment through any ROS-compatible RGB and RGBD cameras. The framework includes mapping, segmentation, tactile exploration, and non-physically demanding VR interface navigation and controls through any Unity-compatible VR headset and controllers or haptic devices. Point clouds are a common way to visualise remote environments in 3D, but they often have distortions and occlusions, making it difficult to accurately represent objects' textures. This can lead to poor decision-making during teleoperation if objects are inaccurately represented in the VR reconstruction. A study using an end-effector-mounted RGBD camera with OctoMap mapping of the remote environment was conducted to explore the remote environment with fewer point cloud distortions and occlusions while using a relatively small bandwidth. Additionally, a tactile exploration study proposed a novel method for visually presenting information about objects' materials in the VR interface, to improve the operator's decision-making and address the challenges of point cloud visualisation. Two studies have been conducted to understand the effect of virtual world dynamic scaling on teleoperation flow. The first study investigated the use of rate mode control with constant and variable mapping of the operator's joystick position to the speed (rate) of the robot's end-effector, depending on the virtual world scale. The results showed that variable mapping allowed participants to teleoperate the robot more effectively but at the cost of increased perceived workload. The second study compared how operators used a virtual world scale in supervised control, comparing the virtual world scale of participants at the beginning and end of a 3-day experiment. The results showed that as operators got better at the task they as a group used a different virtual world scale, and participants' prior video gaming experience also affected the virtual world scale chosen by operators. Similarly, the human-operator's visual attention study has investigated how their visual attention changes as they become better at teleoperating a robot using the framework. The results revealed the most important objects in the VR reconstructed remote environment as indicated by operators' visual attention patterns as well as their visual priorities shifts as they got better at teleoperating the robot. The study also demonstrated that operators’ prior video gaming experience affects their ability to teleoperate the robot and their visual attention behaviours

    Histograms: An educational eye

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    Many high-school students are not able to draw justified conclusions from statistical data in histograms. A literature review showed that most misinterpretations of histograms are related to difficulties with two statistical key concepts: data and distribution. The review also pointed to a lack of knowledge about students’ strategies when solving histogram tasks. As the literature provided little guidance for the design of lesson materials, several studies were conducted in preparation. In a first study, five solution strategies were found through qualitative analysis of students’ gazes when solving histograms and case-value plot tasks. Quantitative analysis of several histogram tasks through a mathematical model and a machine learning algorithm confirmed these results, which implied that these strategies could reliably and automatically be identified. Literature also suggested that dotplot tasks can support students’ learning to interpret histograms. Therefore, gazes on histogram tasks were compared before and after students solved dotplot tasks. The "after" tasks contained more gazes associated with correct strategies and fewer gazes associated with incorrect strategies. Although answers did not improve significantly, students’ verbal descriptions suggest that some students changed to a correct strategy. Newly designed materials thus started with dotplot tasks. From the previous studies, we conjectured that students lacked embodied experiences with actions related to histograms. Designed from an embodied instrumentation perspective, the tested materials provide starting points for scaling up. Together, the studies address the knowledge gaps identified in the literature. The studies contribute to knowledge about learning histograms and use in statistics education of eye-tracking research, interpretable models and machine learning algorithms, and embodied instrumentation design

    Coaching Imagery to Athletes with Aphantasia

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    We administered the Plymouth Sensory Imagery Questionnaire (Psi-Q) which tests multi-sensory imagery, to athletes (n=329) from 9 different sports to locate poor/aphantasic (baseline scores <4.2/10) imagers with the aim to subsequently enhance imagery ability. The low imagery sample (n=27) were randomly split into two groups who received the intervention: Functional Imagery Training (FIT), either immediately, or delayed by one month at which point the delayed group were tested again on the Psi-Q. All participants were tested after FIT delivery and six months post intervention. The delayed group showed no significant change between baseline and the start of FIT delivery but both groups imagery score improved significantly (p=0.001) after the intervention which was maintained six months post intervention. This indicates that imagery can be trained, with those who identify as having aphantasia (although one participant did not improve on visual scores), and improvements maintained in poor imagers. Follow up interviews (n=22) on sporting application revealed that the majority now use imagery daily on process goals. Recommendations are given for ways to assess and train imagery in an applied sport setting

    PRONOEA - Professional vision of novice and expert teachers

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    A (prospective) teacher needs certain competencies to meet the multitasking requirements of teaching in a classroom, especially knowledge about proactive, effective classroom management and a good eye for everything that is happening in the classroom. Only by quickly recognizing relevant cues to potentially disruptive events can a teacher deal with them adequately. Yet the teacher must be able to block out events that are irrelevant to the lesson. Competence in professional vision, which links knowledge and action in teaching, involves two sub-processes: noticing, a basal process of perception that involves identifying relevant events, and reasoning, a process that builds on noticing and can be described as the ability to use knowledge about learning and teaching to derive adequate conclusions from what is seen. Most research on (prospective) teachers' professional vision based on subjective tests (e.g., video analysis, questionnaires, or interviews) has focused on the process of reasoning, whereas few studies have addressed the basal process of noticing, i.e., recognizing potential confounding events. Process-based methods such as eye tracking are particularly suitable for the direct and continuous recording of the basal process of perception. Eye tracking enables conclusions to be drawn about the cognitive perception processes of (prospective) teachers and integrates both spatial and temporal information on the allocation of attention. The methodological book chapter forthcoming in Teacher Professional Vision: Theoretical and Methodological Advances provides more detail on how eye tracking can be used and the challenges it presents. Eye-tracking studies in other domains have shown that novices and experts differ in their gaze behavior. Preliminary educational research regarding (novice) teachers also suggests that novice and expert teachers differ in their ability to detect potential classroom disruptions. The knowledge base underlying perception is better organized in experts and thus positively influences perception. Knowledge influencing professional vision is stored in so-called schemata and can be triggered and influenced by factors such as prior knowledge. For example, professional vision may vary depending on the schema activated or depend on a given task instruction focusing on a particular aspect of the material. Therefore, it can be assumed that professional vision can be positively influenced by training and feedback interventions. Although effective programs exist to train and support (prospective) teachers in the use of professional vision, they consume considerable time and resources. The aim of the thesis was to investigate teachers’ professional vision, especially in the area of classroom management, in two ways: implementing an online experiment within the framework of the restrictions on scientific activities due to the COVID-19 pandemic and using eye tracking as a process-based measurement method in a laboratory setting. I performed the work as follows. First, I conducted a systematic literature review to assess the state of the research on (prospective) teachers' professional vision based on process-based eye-tracking studies. For this purpose, I performed a literature search for the period from 1999 to 2019, identifying a total of 12 studies were identified. These studies were aggregated and integrated and showed relatively stable differences between experts and novices for most of the parameters investigated but used very heterogeneous methods and samples. Based on this, two empirical studies were designed to shed more light on the competence of professional vision. Study I, conducted online, examined the extent to which knowledge as an objective measure of expertise affects student teachers' professional vision. I assessed both noticing (the accuracy and velocity of the perception of potential classroom disruptions) and reasoning (the depth of analysis revealed by verbalizations related to detected disruptions). The results of Study I showed that expertise tested by an economical knowledge test as a performance-based criterion affects prospective teachers’ professional vision of (potential) teaching disruptions. The more knowledge the students had, the faster and more accurately they detected potential disturbances in the video vignettes (noticing). However, being more knowledgeable about pedagogical-psychological action did not lead to a deeper analysis (reasoning) of the events. In Study II I used eye tracking as a process-based method to assess whether the differences reported in previous studies in professional vision expertise between student teachers and experienced teachers in monitoring and/or disruption-specific gaze behavior (noticing) could be replicated. Contrary to our hypotheses, I could not replicate expertise differences in eye-tracking parameters in a quasi-randomized experiment. Parameters measuring classroom monitoring gaze behavior regarding the whole classroom scene and event-based gaze behavior (especially that related to potential or actual teaching disruptions) were similar in student teachers and experienced teachers. In both Study I and Study II, I investigated how effectively an economical, independent, task-specific instructional method could replicate the results of efficient but costly and resource-intensive training or feedback interventions. I hypothesized that minimal instructional support could positively influence novices' gaze behavior and thus possibly compensate for differences in expertise in professional vision. Study I found no effect of a minimal intervention on students' professional vision, whereas Study II—which used the process-based recording method of eye tracking—showed that specific instruction led to changes in gaze behavior in both students and experienced teachers. Novice and expert teachers exhibited more fixations, suggesting more effective scanning and monitoring behavior. Overall, the results show that reinforcing the teaching of knowledge about relevant aspects of classroom management at the university is important, as it helps novice teachers take their first steps in the process of teaching and learning, which are often perceived as particularly challenging (Study I). In addition, Study II shows that further studies and research projects are needed to determine the extent to which and, especially, under which conditions differences in expertise-dependent looking behavior in the classroom can be found. Only a plausible, theoretically based research landscape in which studies produce homogeneous results will permit the development of meaningful interventions for teacher education and training in the medium term and their establishment in the university learning setting.LehrkrĂ€fte lehren tagtĂ€glich Unterrichtsinhalte, agieren mit SchĂŒler:innen und bemĂŒhen sich deren Lernerfolg zu maximieren. Dies ist jedoch nur bei möglichst störungsarmem Unterricht möglich. Gerade im Hinblick auf die Multitasking-Anforderungen sind vor allem angehende, unerfahrene LehrkrĂ€fte schnell ĂŒberfordert. Deswegen benötigt eine (angehende) Lehrkraft bestimmte Kompetenzen, insbesondere Wissen ĂŒber proaktive, effektive KlassenfĂŒhrung und ein gutes Auge fĂŒr alles, was in ihrem/seinem Klassenraum von statten geht. Denn nur durch ein schnelles Erkennen relevanter Hinweisreize, wie beispielsweise potenzielle Störereignisse, kann mit diesen adĂ€quat umgegangen werden. Gleichzeitig muss eine Lehrkraft aber auch fĂ€hig sein, fĂŒr den Unterrichtsverlauf irrelevante Ereignisse ausblenden zu können. Eben diese Kompetenz der professionellen Wahrnehmung, welche als Bindeglied zwischen dem Wissen und Handeln einer Lehrkraft angesehen wird, kann in zwei Teilprozesse untergliedert werden: Noticing, als basaler Wahrnehmungsprozess, bei dem es um das Identifizieren von relevanten Ereignissen geht, und Reasoning, als darauf aufbauender Prozess, der die FĂ€higkeit beschreibt, Wissen ĂŒber Lernen und Unterrichten zu nutzen, um aus dem Gesehenen adĂ€quate Schlussfolgerungen abzuleiten. Bisherige Forschung zur professionellen Wahrnehmung von (angehenden) LehrkrĂ€ften, die sich auf subjektive Testverfahren wie z. B. Videoanalyse, Fragebögen oder Interviews stĂŒtzen, haben sich vor allem auf den Prozess des Reasonings konzentriert, wĂ€hrend sich nur wenige Studien mit dem basalen Prozess des Noticings, d. h. dem Erkennen potenzieller Störereignisse, befasst haben. FĂŒr die direkte und kontinuierliche Erfassung des basalen Wahrnehmungsprozesses eignen sich besonders prozessbasierte Verfahren wie das Eye-Tracking. Diese Methode ermöglicht RĂŒckschlĂŒsse auf kognitive Wahrnehmungsprozesse der (angehenden) LehrkrĂ€fte und integriert sowohl rĂ€umliche als auch zeitliche Informationen der Aufmerksamkeitsallokation. Aus der auf Eye-Tracking Studien basierenden Expertiseforschung in anderen DomĂ€nen weiß man, dass sich Noviz:innen und Expert:innen in ihrem Blickverhalten unterscheiden. Erste bildungswissenschaftliche Forschungsbefunde hinsichtlich (angehender) LehrkrĂ€fte legen ebenfalls nahe, dass sich angehende und erfahrene LehrkrĂ€fte in ihrer FĂ€higkeit unterscheiden, potenzielle Unterrichtsstörungen zu detektieren. Diese Annahme ist darauf zurĂŒckzufĂŒhren, dass die der Wahrnehmung zugrunde liegende Wissensbasis bei Expert:innen besser organisiert ist und so die Wahrnehmung positiv beeinflusst. Dieses die professionelle Wahrnehmung beeinflussende Wissen ist in sogenannten Schemata gespeichert und kann durch bestimmte Faktoren wie z. B. Vorwissen getriggert und beeinflusst werden. So kann die professionelle Wahrnehmung beispielsweise je nach aktiviertem Schema variieren oder auch von einer vorgegebenen, einen bestimmten Aspekt fokussierenden, Instruktion abhĂ€ngen. Des Weiteren kann davon ausgegangen werden, dass die professionelle Wahrnehmung durch Interventionen positiv beeinflusst werden kann. So gibt es bereits effektive, aber gleichzeitig zeit– und ressourcenaufwendige Trainingsprogramme zur Schulung und UnterstĂŒtzung professioneller Wahrnehmung fĂŒr (angehende) LehrkrĂ€fte. Ziel der Dissertation ist es, die professionelle Wahrnehmung von LehrkrĂ€ften, insbesondere im Bereich des Classroom Managements, mit prozessbasierten Messmethoden (Eye-Tracking) zu untersuchen. Dabei wurden mehrere Ziele verfolgt: Zuerst wurde der aktuelle Forschungstand zur professionellen Wahrnehmung von (angehenden) LehrkrĂ€ften basierend auf prozessbasierten Eye-Tracking Studien in einem systematischen Literaturreview aggregiert und integriert. DafĂŒr wurde eine Literaturrecherche fĂŒr den Zeitraum von 1999 bis 2019 durchgefĂŒhrt. Insgesamt konnten dabei 12 Studien identifiziert werden, die relativ stabile Unterschiede zwischen Expert:innenen und Noviz:innen bei den meisten untersuchten Parametern, bei gleichzeitig sehr heterogener Methoden- und Stichprobenauswahl, aufweisen. Darauf aufbauend wurden zwei empirische Studien entwickelt, die dazu dienen sollten, den erst wenig erforschten Kompetenzbereich der professionellen Wahrnehmung nĂ€her zu beleuchten. Daher wurde in Studie I ĂŒberprĂŒft, inwieweit Aus der auf Eye-Tracking Studien basierenden Expertiseforschung in anderen DomĂ€nen weiß man, dass sich Noviz:innen und Expert:innen in ihrem Blickverhalten unterscheiden. Erste bildungswissenschaftliche Forschungsbefunde hinsichtlich (angehender) LehrkrĂ€fte legen ebenfalls nahe, dass sich angehende und erfahrene LehrkrĂ€fte in ihrer FĂ€higkeit unterscheiden, potenzielle Unterrichtsstörungen zu detektieren. Diese Annahme ist darauf zurĂŒckzufĂŒhren, dass die der Wahrnehmung zugrunde liegende Wissensbasis bei Expert:innen besser organisiert ist und so die Wahrnehmung positiv beeinflusst. Dieses die professionelle Wahrnehmung beeinflussende Wissen ist in sogenannten Schemata gespeichert und kann durch bestimmte Faktoren wie z. B. Vorwissen getriggert und beeinflusst werden. So kann die professionelle Wahrnehmung beispielsweise je nach aktiviertem Schema variieren oder auch von einer vorgegebenen, einen bestimmten Aspekt fokussierenden, Instruktion abhĂ€ngen. Des Weiteren kann davon ausgegangen werden, dass die professionelle Wahrnehmung durch Interventionen positiv beeinflusst werden kann. So gibt es bereits effektive, aber gleichzeitig zeit– und ressourcenaufwendige Trainingsprogramme zur Schulung und UnterstĂŒtzung professioneller Wahrnehmung fĂŒr (angehende) LehrkrĂ€fte. Ziel der Dissertation ist es, die professionelle Wahrnehmung von LehrkrĂ€ften, insbesondere im Bereich des Classroom Managements, mit prozessbasierten Messmethoden (Eye-Tracking) zu untersuchen. Dabei wurden mehrere Ziele verfolgt: Zuerst wurde der aktuelle Forschungstand zur professionellen Wahrnehmung von (angehenden) LehrkrĂ€ften basierend auf prozessbasierten Eye-Tracking Studien in einem systematischen Literaturreview aggregiert und integriert. DafĂŒr wurde eine Literaturrecherche fĂŒr den Zeitraum von 1999 bis 2019 durchgefĂŒhrt. Insgesamt konnten dabei 12 Studien identifiziert werden, die relativ stabile Unterschiede zwischen Expert:innen und Noviz:innen bei den meisten untersuchten Parametern, bei gleichzeitig sehr heterogener Methoden- und Stichprobenauswahl, aufweisen. Darauf aufbauend wurden zwei empirische Studien entwickelt, die dazu dienen sollten, den erst wenig erforschten Kompetenzbereich der professionellen Wahrnehmung nĂ€her zu beleuchten. Daher wurde in Studie I ĂŒberprĂŒft, inwieweit Aus der auf Eye-Tracking Studien basierenden Expertiseforschung in anderen DomĂ€nen weiß man, dass sich Noviz:innen und Expert:innen in ihrem Blickverhalten unterscheiden. Erste bildungswissenschaftliche Forschungsbefunde hinsichtlich (angehender) LehrkrĂ€fte legen ebenfalls nahe, dass sich angehende und erfahrene LehrkrĂ€fte in ihrer FĂ€higkeit unterscheiden, potenzielle Unterrichtsstörungen zu detektieren. Diese Annahme ist darauf zurĂŒckzufĂŒhren, dass die der Wahrnehmung zugrunde liegende Wissensbasis bei Expert:innen besser organisiert ist und so die Wahrnehmung positiv beeinflusst. Dieses die professionelle Wahrnehmung beeinflussende Wissen ist in sogenannten Schemata gespeichert und kann durch bestimmte Faktoren wie z. B. Vorwissen getriggert und beeinflusst werden. So kann die professionelle Wahrnehmung beispielsweise je nach aktiviertem Schema variieren oder auch von einer vorgegebenen, einen bestimmten Aspekt fokussierenden, Instruktion abhĂ€ngen. Des Weiteren kann davon ausgegangen werden, dass die professionelle Wahrnehmung durch Interventionen positiv beeinflusst werden kann. So gibt es bereits effektive, aber gleichzeitig zeit– und ressourcenaufwendige Trainingsprogramme zur Schulung und UnterstĂŒtzung professioneller Wahrnehmung fĂŒr (angehende) LehrkrĂ€fte. Ziel der Dissertation ist es, die professionelle Wahrnehmung von LehrkrĂ€ften, insbesondere im Bereich des Classroom Managements, mit prozessbasierten Messmethoden (Eye-Tracking) zu untersuchen. Dabei wurden mehrere Ziele verfolgt: Zuerst wurde der aktuelle Forschungstand zur professionellen Wahrnehmung von (angehenden) LehrkrĂ€ften basierend auf prozessbasierten Eye-Tracking Studien in einem systematischen Literaturreview aggregiert und integriert. DafĂŒr wurde eine Literaturrecherche fĂŒr den Zeitraum von 1999 bis 2019 durchgefĂŒhrt. Insgesamt konnten dabei 12 Studien identifiziert werden, die relativ stabile Unterschiede zwischen Expert:innenen und Noviz:innen bei den meisten untersuchten Parametern, bei gleichzeitig sehr heterogener Methoden- und Stichprobenauswahl, aufweisen. Darauf aufbauend wurden zwei empirische Studien entwickelt, die dazu dienen sollten, den erst wenig erforschten Kompetenzbereich der professionellen Wahrnehmung nĂ€her zu beleuchten. Daher wurde in Studie I ĂŒberprĂŒft, inwieweit sich Wissen als objektives Maß fĂŒr Expertise auf die professionelle Wahrnehmung von Lehramtsstudierenden auswirkt (Noticing: Genauigkeit und Geschwindigkeit der Wahrnehmung potentieller Unterrichtsstörungen, Reasoning: Analysetiefe der Verbalisierungen hinsichtlich der erkannten Störungen). Ergebnisse dieser Onlinestudie zeigen, dass Expertise, operationalisiert mittels eines ökonomischen Wissenstests, als perfomanzbasiertes Kriterium einen relevanten Faktor der professionellen Wahrnehmung von angehenden LehrkrĂ€ften darstellt. Je mehr Wissen die Studierenden aufwiesen, desto schneller und mit höherer Akkuratheit entdeckten diese potentielle Störsituationen in den Videovignetten (Noticing). Gleichzeitig fĂŒhrte mehr Wissen ĂŒber pĂ€dagogisch-psychologisches Handlungswissen jedoch nicht zu einer tieferen Analyse (Reasoning) der relevanten Ereignisse. DarĂŒber hinaus wurde in Studie II untersucht, ob sich die in bisherigen Forschungsbefunden aufgezeigten Expertiseunterschiede hinsichtlich der professionellen Wahrnehmung zwischen erfahrenen LehrkrĂ€ften und Lehramtsstudierenden in Bezug auf das Monitoring- und/oder störungsspezifische Blickverhalten (Noticing) in einem standardisierten Studiendesign replizieren lassen. Im Gegensatz zu unseren Hypothesen konnten wir keine Expertiseunterschiede hinsichtlich der Eye-Tracking Parameter in einem quasi-randomisierten Versuchsdesign replizieren. Studierende und erfahrene LehrkrĂ€fte zeigten sowohl im Hinblick auf ihr globales Monitoringverhalten als auch ihr störungsspezifisches Blickverhalten, Ă€hnliche AusprĂ€gungen der Parameter. ZusĂ€tzlich wurde sowohl in Studie I als auch Studie II beleuchtet, inwieweit eine ökonomische, eigenstĂ€ndige aufgabenspezifische Instruktion Ă€hnliche Effekte erzielen kann wie effiziente, aber kosten- und ressourcenaufwendige Trainings- oder Feedbackinterventionen. HierfĂŒr wurde untersucht, ob durch eine minimale instruktionale UnterstĂŒtzung das Blickverhalten von Novizen positiv beeinflussten werden kann und es somit möglicherweise eine Kompensation von Expertiseunterschieden erreicht werden kann. Studie I konnte jedoch keinen Einfluss der minimalen Intervention auf die professionelle Wahrnehmung der Studierenden feststellen, wohingegen Studie II—bei der die prozessbasierte Erfassungsmethode des Eye-Trackings verwendet wurde—zeigen konnte, dass eine spezifische Instruktion sowohl bei Studierenden als auch erfahrenen LehrkrĂ€ften zu einem verĂ€nderten Blickverhalten fĂŒhrt. Noviz:innen und Expert:innen wiesen mehr Fixationen auf, was fĂŒr ein effektiveres Scan- und Monitoringverhalten spricht. Insgesamt sprechen die Ergebnisse dafĂŒr, dass die Vermittlung von Wissen ĂŒber relevante Aspekte des Classroom Managements an der UniversitĂ€t gestĂ€rkt werden sollte, da dies den angehenden LehrkrĂ€ften die ersten Schritte im Prozess des Lehrens und Lernens erleichtert, der oft als besonders herausfordernd empfunden wird (Studie I). Außerdem zeigt Studie II, dass es bezĂŒglich expertiseabhĂ€ngigem Blickverhalten im Klassenraum weiterer Studien und Forschungsprojekte bedarf, um herauszufinden, inwieweit und vor allem unter welchen Bedingungen, Unterschiede hinsichtlich der Expertise zu finden sind. Nur mit einer plausiblen, theoretisch begrĂŒndeten homogenen Ergebnislandschaft lassen sich mittelfristig sinnvolle Interventionen fĂŒr die Aus- und Fortbildung von LehrkrĂ€ften ableiten und im universitĂ€ren Lernsetting etablieren
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