Looking AT versus looking THROUGH: A dual eye-tracking study in MOOC context

Abstract

We present an eye-tracking study to show the different gaze patterns across the MOOC learners. We hypothesize that the pretests can be used to shape the attention of the students. Moreover we also proposed a collaborative add on activity to the learning material
for the students to help them reflect on the material they learnt in the MOOC video. What comes out of the present study is two different interaction styles that differentiate the goodstudents from the poor students. The good students engage with the teacher/collaboratingpartner through the interface/display. While the poor students engage with the material only. We name these two interaction styles as “looking through” and “looking at” respectively.