Automated gaze-based mind wandering detection during computerized learning in classrooms

We investigate the use of commercial off-the-shelf (COTS) eye-trackers to automatically detect mind wandering—a phenomenon involving a shift in attention from task-related to task-unrelated thoughts—during computerized learning. Study 1 ( N = 135 high-school students) tested the feasibility of COTS...

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Vydané v:	User modeling and user-adapted interaction Ročník 29; číslo 4; s. 821 - 867
Hlavní autori:	Hutt, Stephen, Krasich, Kristina, Mills, Caitlin, Bosch, Nigel, White, Shelby, Brockmole, James R., D’Mello, Sidney K.
Médium:	Journal Article
Jazyk:	English
Vydavateľské údaje:	Dordrecht Springer Netherlands 01.09.2019 Springer Nature B.V
Predmet:	Accuracy Automation Classrooms Commercial off-the-shelf technology Computer Science Detectors Eye movements Feasibility studies Learning Management of Computing and Information Systems Missing data Multimedia Information Systems Students Tracking User Interfaces and Human Computer Interaction Attention-aware learning Cyberlearning Mind wandering Eye-gaze Intelligent tutoring systems
ISSN:	0924-1868, 1573-1391
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Abstract	We investigate the use of commercial off-the-shelf (COTS) eye-trackers to automatically detect mind wandering—a phenomenon involving a shift in attention from task-related to task-unrelated thoughts—during computerized learning. Study 1 ( N = 135 high-school students) tested the feasibility of COTS eye tracking while students learn biology with an intelligent tutoring system called GuruTutor in their classroom. We could successfully track eye gaze in 75% (both eyes tracked) and 95% (one eye tracked) of the cases for 85% of the sessions where gaze was successfully recorded. In Study 2, we used this data to build automated student-independent detectors of mind wandering, obtaining accuracies (mind wandering F 1 = 0.59) substantially better than chance (F 1 = 0.24). Study 3 investigated context-generalizability of mind wandering detectors, finding that models trained on data collected in a controlled laboratory more successfully generalized to the classroom than the reverse. Study 4 investigated gaze- and video- based mind wandering detection, finding that gaze-based detection was superior and multimodal detection yielded an improvement in limited circumstances. We tested live mind wandering detection on a new sample of 39 students in Study 5 and found that detection accuracy (mind wandering F 1 = 0.40) was considerably above chance (F1 = 0.24), albeit lower than offline detection accuracy from Study 1 (F 1 = 0.59), a finding attributable to handling of missing data. We discuss our next steps towards developing gaze-based attention-aware learning technologies to increase engagement and learning by combating mind wandering in classroom contexts.
AbstractList	We investigate the use of commercial off-the-shelf (COTS) eye-trackers to automatically detect mind wandering—a phenomenon involving a shift in attention from task-related to task-unrelated thoughts—during computerized learning. Study 1 (N = 135 high-school students) tested the feasibility of COTS eye tracking while students learn biology with an intelligent tutoring system called GuruTutor in their classroom. We could successfully track eye gaze in 75% (both eyes tracked) and 95% (one eye tracked) of the cases for 85% of the sessions where gaze was successfully recorded. In Study 2, we used this data to build automated student-independent detectors of mind wandering, obtaining accuracies (mind wandering F1 = 0.59) substantially better than chance (F1 = 0.24). Study 3 investigated context-generalizability of mind wandering detectors, finding that models trained on data collected in a controlled laboratory more successfully generalized to the classroom than the reverse. Study 4 investigated gaze- and video- based mind wandering detection, finding that gaze-based detection was superior and multimodal detection yielded an improvement in limited circumstances. We tested live mind wandering detection on a new sample of 39 students in Study 5 and found that detection accuracy (mind wandering F1 = 0.40) was considerably above chance (F1 = 0.24), albeit lower than offline detection accuracy from Study 1 (F1 = 0.59), a finding attributable to handling of missing data. We discuss our next steps towards developing gaze-based attention-aware learning technologies to increase engagement and learning by combating mind wandering in classroom contexts. We investigate the use of commercial off-the-shelf (COTS) eye-trackers to automatically detect mind wandering—a phenomenon involving a shift in attention from task-related to task-unrelated thoughts—during computerized learning. Study 1 ( N = 135 high-school students) tested the feasibility of COTS eye tracking while students learn biology with an intelligent tutoring system called GuruTutor in their classroom. We could successfully track eye gaze in 75% (both eyes tracked) and 95% (one eye tracked) of the cases for 85% of the sessions where gaze was successfully recorded. In Study 2, we used this data to build automated student-independent detectors of mind wandering, obtaining accuracies (mind wandering F 1 = 0.59) substantially better than chance (F 1 = 0.24). Study 3 investigated context-generalizability of mind wandering detectors, finding that models trained on data collected in a controlled laboratory more successfully generalized to the classroom than the reverse. Study 4 investigated gaze- and video- based mind wandering detection, finding that gaze-based detection was superior and multimodal detection yielded an improvement in limited circumstances. We tested live mind wandering detection on a new sample of 39 students in Study 5 and found that detection accuracy (mind wandering F 1 = 0.40) was considerably above chance (F1 = 0.24), albeit lower than offline detection accuracy from Study 1 (F 1 = 0.59), a finding attributable to handling of missing data. We discuss our next steps towards developing gaze-based attention-aware learning technologies to increase engagement and learning by combating mind wandering in classroom contexts.
Author	D’Mello, Sidney K. Mills, Caitlin Hutt, Stephen Brockmole, James R. Krasich, Kristina Bosch, Nigel White, Shelby
Author_xml	– sequence: 1 givenname: Stephen orcidid: 0000-0002-7041-7472 surname: Hutt fullname: Hutt, Stephen email: stephen.hutt@colorado.edu organization: University of Colorado, Boulder – sequence: 2 givenname: Kristina surname: Krasich fullname: Krasich, Kristina organization: University of Notre Dame – sequence: 3 givenname: Caitlin surname: Mills fullname: Mills, Caitlin organization: University of New Hampshire – sequence: 4 givenname: Nigel surname: Bosch fullname: Bosch, Nigel organization: University of Illinois at Urbana-Champaign – sequence: 5 givenname: Shelby surname: White fullname: White, Shelby organization: Indiana University-Purdue University Indianapolis – sequence: 6 givenname: James R. surname: Brockmole fullname: Brockmole, James R. organization: University of Notre Dame – sequence: 7 givenname: Sidney K. surname: D’Mello fullname: D’Mello, Sidney K. organization: University of Colorado, Boulder
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ContentType	Journal Article
Copyright	Springer Nature B.V. 2019 User Modeling and User-Adapted Interaction is a copyright of Springer, (2019). All Rights Reserved.
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Keywords	Attention-aware learning Cyberlearning Mind wandering Eye-gaze Intelligent tutoring systems
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SubjectTerms	Accuracy Automation Classrooms Commercial off-the-shelf technology Computer Science Detectors Eye movements Feasibility studies Learning Management of Computing and Information Systems Missing data Multimedia Information Systems Students Tracking User Interfaces and Human Computer Interaction
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Title	Automated gaze-based mind wandering detection during computerized learning in classrooms
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