Merchie, Emmelien

Van Keer, Hilde

Merchie, EmmelienPP060020044224478020005888070000-0002-6679-29070406ED2C-F0EE-11E1-A9DE-61C894A0A6B4

Van Keer, HildePP068010011526400000-0002-9819-4864F5422C2A-F0ED-11E1-A9DE-61C894A0A6B4

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Tracing spontaneous spatial text-learning strategies in late elementary education : comparing trace data, digital writing pen data and eye tracking data.

Ghent University Academic Bibliography

ADVANTAGESTracing spontaneous spatial text-learning strategies in late elementary education: comparing trace data, digital writing pen data and eye tracking datadr. Emmelien Merchie & Prof dr. Hilde Van Keer Emmelien.Merchie@UGent.be – (+32) 9 331 03 17IntroductionSpontaneous spatial text-learning strategies are associated with better learning outcomes (Fiorella & Mayer, 2017).STUDY 1: Offline trace data644 students from 17 classesStudents studied a 500-wordinformative text. They wereallowed to use scratch paper.Scratch papers were analyzedwith a detailed scoring rubric(e.g., scoring structure, color use,integrating key words, content etc.).CONCLUSION & IMPLICATIONS for research and practice• Time and labor intensive though promising methodologies• Substantiate measures with concurrent think aloud or retrospective interviews• Possible correlations with self-report measures?STUDY 2STUDY 1QUESTIONS• Straightforward data gathering• Permits assigning overall quality scores of (spatial) text-learning strategy use• Some (meta-)cognitive strategies are not revealed (e.g., planful approach, monitoring, reviewing) STUDY 2: Online trace dataSTUDY 3: Eye tracking data18 students from 12 classesStudents schematized a 300-word informative text with a Livescribe® digital writing pen.Pencast analyses (e.g., writing periods, elaborationapproaches, construction steps)44 students from 4 classesStudents studied a digital mindmap of an informative text. The SREyelink Portable duo® was usedfor eyetracking.Area of interest (AOI) and scanpath analyses (ongoing).• Uncovers (meta-)cognitive strategies such as planful approach and evaluating• Applicable during regular classroom tasks• Interpretation of students’ strategic actions during pre- and post writing• Technical errors = data loss • Uncovers (meta-)cognitive strategies such as planful approach, rereading, monitoring• Collecting≠ processing measures (e.g., what they looked at, how long, sequences, etc..).• Expensive technology • Students cannot interact with the material• Brief materials studied for a short period • Suggestions for the efficient analysis of eye tracking data? • (How) can we attune tasks and measures to study multiple document literacy ?MORE INFORMATION• Study 3: manuscript in preparation.• A more detailed reference list can be obtained from the author of this poster.• Promising for (online) modeling explicit strategy instruction by means ofpencasts or EMME (eye movement modeling examples).CONCERNS⟺ increasing academic demands for independent text study (Duchesne, Ratelle & Roy, 2011).⟹ The present study compares three different methodologies to investigate these strategies in fifth and sixth grade. • Less is known about this strategy use in late elementary education • How can we capture these strategies in detail at this age? 

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Tracing spontaneous spatial text-learning strategies in late elementary education : comparing trace data, digital writing pen data and eye tracking data.

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Ghent University Academic Bibliography