Error detection through mouse movement in an online adaptive learning environment

Susanne M. M. de Mooij, M. Raijmakers, I. Dumontheil, N. Kirkham, H.L.J. van der Maas
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引用次数: 3

Abstract

While response time and accuracy indicate overall performance, their value in uncovering cognitive processes, underlying learning, is limited. A promising online measure, designed to track decision-making, is computer mouse tracking, where mouse attraction towards different locations may reflect the consideration of alternative response options. Using a speedy arithmetic multiple-choice game in an online adaptive learning environment, we examined whether mouse movements could reflect arithmetic difficulties when error rates are low. Results showed that mouse movements towards alternative responses in correctly answered questions mapped onto the frequency of errors made in this online learning system. This mapping was stronger for the younger children, as well as for easy arithmetic problems. On an individual level, users showed more mouse movement towards their previously made response errors than towards other alternative options. This opens the possibility of adapting feedback and instruction on an individual basis through mouse tracking.
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在线自适应学习环境中通过鼠标移动进行错误检测
虽然反应时间和准确性表明整体表现,但它们在揭示认知过程和潜在学习方面的价值是有限的。一个很有前途的在线测量,旨在跟踪决策,是电脑鼠标跟踪,鼠标对不同位置的吸引力可能反映了对备选反应选项的考虑。在在线自适应学习环境中使用快速算术选择游戏,我们检查了当错误率较低时鼠标移动是否可以反映算术困难。结果表明,在正确回答的问题中,鼠标移动到备选答案的动作与在线学习系统中出错的频率有关。对于年龄较小的孩子,以及简单的算术问题,这种映射更为强烈。在个人层面上,用户对之前所犯的响应错误的鼠标移动比对其他选项的鼠标移动要多。这开启了通过鼠标跟踪在个人基础上调整反馈和指导的可能性。
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