What are students doing during lecture? Evidence from new technologies to capture student activity

Engaging students in class is paramount if they are to gain a deep understanding of class content. Student engagement is manifested by attention to the various components of instruction. However, there is little research at the tertiary level focusing on what aspects of instruction are related to ch...

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Bibliographic Details
Published in:International journal of research & method in education 2016-04, Vol.39 (2), p.208-226
Main Authors: Maltese, Adam V., Danish, Joshua A., Bouldin, Ryan M., Harsh, Joseph A., Bryan, Branden
Format: Article
Language:English
Subjects:
Attention
Chemistry
Educational Technology
Eye Movements
Introductory Courses
Learner Engagement
Lecture Method
Notetaking
Organic Chemistry
Research Tools
Science Instruction
Statistical Analysis
student attention
Student Behavior
Student Participation
Students
Undergraduate Students
United States (Midwest)
university
video
Video Technology
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Summary:Engaging students in class is paramount if they are to gain a deep understanding of class content. Student engagement is manifested by attention to the various components of instruction. However, there is little research at the tertiary level focusing on what aspects of instruction are related to changes in student attention during class. To address this gap, we collected multiple streams of data that provide a measure of student attention during instruction. We had students in an organic chemistry course who wear hats with a camera mounted on the brim, to provide a record of student gaze (i.e. looking at the board, notes, and friends). We also had students who use electronic pens that allowed us to record what information students transferred into their notes (pencasts). Based on our initial results, we believe the data provided by the point-of-view cameras and electronic pens hold great promise for using these technologies as viable research tools in educational settings to address various research questions.
ISSN:1743-727X
1743-7288
DOI:10.1080/1743727X.2015.1041492