000223611 001__ 223611
000223611 005__ 20180913064044.0
000223611 037__ $$aCONF
000223611 245__ $$aVisual Augmentation of Deictic Gestures in MOOC Videos
000223611 269__ $$a2016
000223611 260__ $$c2016
000223611 336__ $$aConference Papers
000223611 520__ $$aWe present an eye-tracking study to compare different modalities for visual augmentations of the teacher’s explicit deictic gestures on a video lecture. We compared three visualizations: 1) hand gestures with a pointer, 2) gaze overlay, and 3) no-augmentation baseline. We investigate the teacher-student pair in a video-based learning context as an abstraction of an expert-novice pair where the goal is to attain a high level of shared understanding. The key phase of having a shared understanding is to have a common ground between the pair. Previous studies showed that explicit deixis plays a major role in initiating and maintaining common ground. This led us to hypothesize that augmenting videos with teacher’s deictic gestures might help students perform better. We found that augmenting the video with teacher’s gaze results in higher learning gain than no visualization. Moreover, gaze visualization also helped students in maintaining longer attention spans than hand gestures.
000223611 6531_ $$aEye-tracking
000223611 6531_ $$aVisual Deixis
000223611 6531_ $$aOnline Deixis
000223611 6531_ $$aMassive open online courses
000223611 6531_ $$aMOOCs
000223611 6531_ $$aVideo based learning
000223611 6531_ $$aLearning analytics
000223611 6531_ $$agaze contingency
000223611 700__ $$0247261$$g211610$$aSharma, Kshitij
000223611 700__ $$aD'Angelo, Sarah
000223611 700__ $$aGergle, Darren
000223611 700__ $$aDillenbourg, Pierre$$g155704$$0240137
000223611 7112_ $$dJune 20-24, 2016$$cSingapore$$a12th International Conference of the Learning Sciences
000223611 773__ $$tProceedings of the 12th International Conference of the Learning Sciences$$q202-209
000223611 909C0 $$xU12753$$0252475$$pCHILI
000223611 909CO $$pconf$$pIC$$ooai:infoscience.tind.io:223611
000223611 917Z8 $$x211610
000223611 937__ $$aEPFL-CONF-223611
000223611 973__ $$rREVIEWED$$sPUBLISHED$$aEPFL
000223611 980__ $$aCONF