Presentation Abstracts
All presentations will take place on 14.02.2024 between 13.00 and 14.00.
Check out the abstracts below:
Effects of Target Appearance on Eye Fixation and Blink Activity
Julia Bend
Åbo Akademi University, Turku, Finland
This research investigates eye movement behavior, particularly fixations and blinks, during target detection in dynamic visual tasks. Utilizing EyeLink 1000, we tracked 22 participants as they engaged with 3D objects in video stimuli. Our analysis focused on the link between target appearance and eye movement patterns. A key finding of the study was the significant association of fixation duration and fixation rate with target detection. The analysis revealed that trials involving targets were characterized by larger average fixation durations and lower fixation rates. Conversely, trials without targets exhibited higher fixation rates and shorter fixation durations, suggesting an increased search behavior in the absence of targets. This pattern was consistently observed across all participants, regardless of sex. Contrarily, blink patterns remained constant regardless of target presence or video complexity, highlighting their relative independence from visual task demands. These observations contribute to a nuanced understanding of visual processing, particularly in tasks involving rapid visual changes and complex imagery. The study's implications extend to areas like interface design and visual ergonomics, where understanding eye behavior can optimize user experience and task performance.
Are teachers’ long dwells in classroom eye-tracking data outliers or indicators of something important?
Olli Määttä
Longer dwells may indicate interest, informativeness, uncertainty, poor situational awareness, and an upcoming conscious choice. Whereas, in the school context longer teacher dwells happen when teachers are approving student behaviour with smiles and nodding, or disapproving with shaking the head or tongue click sounds. Likewise, teachers tend to look at the individuals they are addressing, asking to speak or willing to comment on the issue. Further, disciplinary actions often contain long dwells accompanied by calling the student by name or asking her to be quiet. Also, long teacher dwells on an arbitrary AOI may indicate concentration when answering a question or explaining a matter. The crucial question remains unanswered: what does really happen in the classroom when dwell durations deviate from data’s mean durations? In this study we used mobile eye-tracking to investigate six teachers’ gaze patterns concentrating on the outliers when they are giving task instructions for a geometry problem in four different phases of a mathematical problem-solving lesson. We analysed the teachers’ eye-tracking data, their verbal data, and classroom video recordings classifying longer dwells in five categories. Our paper adds to the ongoing discussion about teachers’ interactive skills and communicating their pedagogical intentions by gaze.
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Keywords: Mobile eye-tracking; Outliers; Teacher gaze; Intention.
Expert and Novice Early Childhood Education and Care Teachers’ Visual Expertise in Pedagogical Interaction: Perspective of Visual Gaze Behaviour
First author and presenter:
Susanna Isotalo, Doctoral student, University of Jyväskylä (JYU) susanna.m.isotalo@jyu.fi
Other authors:
Joni Lämsä (University of Oulu), Saswati Chaudhuri (JYU), Tuulikki Ukkonen-Mikkola (JYU) & Niina Rutanen (JYU)
Visual expertise develops when professionals engage in deliberate practice over an extended duration. Despite the importance of visual expertise in teaching professions, it has received little attention in early childhood education and care (ECEC). This study focuses on ECEC teacher’s visual expertise from the perspective of expert (N = 3) and novice (N = 3) ECEC teachers’ visual gaze behaviour during pedagogical interactions in a group of children under 3-year-old. The data were collected from play and guided activities by using Tobii Pro Glasses 2 and 3. Data was analysed by using epistemic network analysis (ENA) which captures differences between expert and novices’ networks. As a unit of the analysis, we considered play-guided activities and guidance-enabling episodes (indicating whether interaction was initiated by the teacher or a child). The preliminary findings show that expert and novice teachers’ visual gaze behaviours differed more during guided activities and guidance episodes than during play activities and enabling episodes. During these guided activities and guidance episodes, for experts' stronger connections was found between children, when for novices these were found between child and materials. Altogether, our findings show the potential of ENA to explore expert and novice teachers visual gaze behaviours and furthermore, to consider teachers' visual expertise related factors of making sense on interactions in pedagogical interactions.
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Keywords: visual expertise; visual gaze behaviour; pedagogical interaction; toddlers; eye tracking
Eye movement analysis for reading metaphors in natural linguistic contexts
Lina Sun
Metaphorical language has been widely used in human language. The use of metaphor is a prominent characteristic of literary works. While few studies have explored the eye movements in processing metaphorical expressions from literary texts in comparison to non-literary texts. In this study, the eye movement activities in reading metaphorical expressions from literary (modern Chinese poetry) and non-literary (news report and everyday language) linguistic context were investigated. Results suggested that the participants comprehended the literary texts slower and the accuracy was significantly lower than non-literary texts in the semantic judgment task. It was also indicated that readers showed significantly longer total reading time, more regression-in and regression-out counts in reading critical texts from literary context compared to those from non-literary context. Meanwhile, readers’ individual characteristics such as reading habits and literary preference bring effects to the reading times. Differences in processing literary and non-literary texts can be observed from early to late reading processes. Readers find it challenging in processing literary texts since early reading process.
Mobile eye tracking in naturalistic two-person interaction: studies of emotional effects and multimodal methodologies
Santeri Yrttiaho
Heini Saarimäki
Jari Hietanen
Human Information Processing Laboratory, Faculty of Social Sciences, Tampere University
Background: The versatility of social interaction has been separately addressed by different disciplines such as psychology, discourse analysis, linguistics. While controlled experiments in psychological eye tracking and psychophysiology have elucidated human responses to social cues, they have often utilized highly simplified conditions with reduced ecological validity.
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Aims: This project aims to uncover features of social interaction by integrating wearable eye tracking with 1) explicit self-report data (emotions, interaction quality) obtained from participants, and 2) implicit or objective data on multimodal signals (speech, observational annotation, physiological signals) for a context-sensitive approach in quantifying naturalistic social interaction in psychophysiology.
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Methods: Two-person interactions is recorded with simultaneous mobile eye tracking, PTZ-video cameras, a table microphone, and psychophysiological sensors (ECG, skin conductance). Planned sample size is 30 – 40 pairs of participants. The interaction sessions consist of naturalistic 4-minute discussions on prearranged topics with variable emotional content. Eye-tracking data will be analyzed in terms of individual and synchronized gaze towards the interlocutor, including eye contact. Analysis pipeline for dynamic AOI-based gaze analysis is developed using Tobii Pro Lab and generic computer vision libraries (Matlab, Python).
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Results: Results from the pilot face of the study will be presented (N = 5) relevant to Aim 1. Proof of concept in experimental procedure for obtaining a balance between controlled conditions with naturalistic behaviors is established.
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Conclusions: Mobile eye-tracking of two persons simultaneously is viable for multidisciplinary study of human interaction and its psychological and psychophysiological mechanisms.
Robust gaze tracking solutions from SeeTrue Technologies
Miika Toivanen
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SeeTrue Technologies
Some thoughts about the progression of ideas in mathematical open problem solving
Enrique Garcia Moreno-Esteva
In my talk, I will introduce the Steiner tree problem for a configuration of four points located on the corners of a squared. Based on some evidence collected in seven video recorded open problem sessions, I will try to describe how middle school students might go about trying to solve the problem. If time allows, I will sketch how these thought will inform a forthcoming quantitative analysis of the data.