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Eye Movements Of Students With Learning Disabilities In Reading: A Study Of Problem-Solving Strategies, Kevin Oh, Stanley C. Trent, Robert H. Tai
Eye Movements Of Students With Learning Disabilities In Reading: A Study Of Problem-Solving Strategies, Kevin Oh, Stanley C. Trent, Robert H. Tai
School of Education Faculty Research
In this exploratory study, eye movements of students with and without a learning disability in reading were recorded as they solved a set of third grade science problems. The recorded eye-gaze information included location of eye-gaze fixation on a computer screen, duration of fixation, the path of eye movement, and duration between fixations. The results revealed statistically significant differences in latent response time, question-zone fixation time, total fixations and correct responses.
An Exploration Of Think-Aloud Protocols Linked With Eye-Gaze Tracking: Are They Talking About What They Are Looking At, Kevin Oh, John T. Almarode, Robert H. Tai
An Exploration Of Think-Aloud Protocols Linked With Eye-Gaze Tracking: Are They Talking About What They Are Looking At, Kevin Oh, John T. Almarode, Robert H. Tai
School of Education Faculty Research
This pilot study investigated the use of juxtaposed think aloud and eye-gaze tracking to understand a possible different understanding of think aloud process of participants. Four participants completed eight multiple-choice science questions while thinking aloud and having their eye-gazes tracked. Analysis of the data revealed that participants had behaviors such as fore telling of an eye movement, pauses in the think-aloud, different duration of the think-aloud, and the interaction between the think-aloud and associated eye movements. These findings suggest that juxtaposed think aloud and eye-gaze tracking may be a useful approach to furthering our understanding of students’ problem solving behaviors.