Gaze-Assisted Remote Communication Between Teacher And Students - - PowerPoint PPT Presentation

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Gaze-Assisted Remote Communication Between Teacher And Students - - PowerPoint PPT Presentation

Gaze-Assisted Remote Communication Between Teacher And Students Kari-Jouko Rih, Oleg pakov, Howell Istance Diederick C. Niehorster University of Tampere Lund University Previous Work on Shared Gaze Offline (experts pre-recorded


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SLIDE 1

Gaze-Assisted Remote Communication Between Teacher And Students

Kari-Jouko Räihä, Oleg Špakov, Howell Istance Diederick C. Niehorster University of Tampere Lund University

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SLIDE 2

Previous Work on Shared Gaze

  • Offline (expert’s pre-recorded gaze)
  • Duchowski et al., aircraft inspection, 2001
  • Rouinfar et al., physics problems, 2014
  • Jarodzka, van Gog et al, various modelling tasks, 2010 
  • Sharma et al., MOOC lectures, 2014
  • etc.
  • Online (in real time)
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SLIDE 3

Real Time Display of Shared Gaze

  • Collaboration
  • Visual search, Brennan et al., 2008
  • Pair programming, Bednarik et al., 2011
  • Puzzle assembly, bomb diffusion, Li et al., 2016
  • GazeTorch, remote assembly, Akkil & Isokoski, 2016
  • Tutoring
  • RealTourist, Qvarfordt and Zhai, 2005
  • GazeLaser, Räihä et al., 2016
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SLIDE 4

Data Flow in Real Time Gaze Sharing

  • RealTourist: tutor  tutee, over internet
  • GazeLaser: tutor  several tutees, co-located
  • Our approach: tutor  several tutees, over internet
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SLIDE 5

Our Setup, Teacher’s View

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SLIDE 6

Our Setup, Students in Digital Classroom

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SLIDE 7

Challenges in Implementation

  • Lots of video streaming, need low latency and reliability
  • Solution: use VNC
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SLIDE 8

Challenges in Implementation

  • Lots of video streaming, need low latency and reliability
  • Solution: use VNC
  • Gaze data at higher frequency than video
  • Solution: stream these separately; VNC for video, own software for

gaze

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SLIDE 9

Challenges in Implementation

  • Lots of video streaming, need low latency and reliability
  • Solution: use VNC
  • Gaze data at higher frequency than video
  • Solution: stream these separately; VNC for video, own software for

gaze

  • Gaze data needed both for streaming and locally
  • Solution: use own middleware
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SLIDE 10

Pilot Testing, Three Examples

  • Individual guidance on use of software
  • Students allowed to adjust their views freely
  • Possibility to synchronize activities
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SLIDE 11

view of teacher’s screen

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SLIDE 12
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SLIDE 13
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SLIDE 14

How Much Attention Did Students Devote to the Teacher’s Gaze?

1 2 3 4 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

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SLIDE 15

Helpful Uses of Seeing the Tutor’s Gaze

  • “Helpful to see the general area of interest where to look for the

points at which to click”

  • “Helpful when something was not heard or was unclear”
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SLIDE 16

Distractions from Seeing the Tutor’s Gaze

  • “Hard to listen, read slides and also see the gaze pointer at the

same time”

  • “Because my automatic processes tell me to follow it even though

it’s not always helpful”

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SLIDE 17

Effect of Student Group

  • “At one point the teacher was reading from the slides but his gaze

was somewhere else according to the pointer so I got distracted thinking how can he read that paragraph from the slide if his gaze is on the other side of the screen. Then the psychologist in me wondered if the gaze pointer was real or if it was a prerecorded pointer as part of an experimental manipulation. So maybe I was just extra aware of the pointer position!”

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SLIDE 18

Suggestions from Students

  • “Would be useful to have replays, if you missed where the teacher

looked”

  • “Only include gaze pointer when it is relevant (when you are

supposed to do something)”

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SLIDE 19

Experiences and Further Development 1/2

  • Proof of concept: it can be done
  • Issue: scaling up from four students (screen size)
  • Need more control of when to show the gaze pointer
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SLIDE 20

Experiences and Further Development 2/2

  • Need a pedagogical approach adjusted for this situation
  • E.g., instead of going through a step-by-step procedure, explain the

principle and watch students do it

  • Might fake it (showing what the result should be like)
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SLIDE 21

Experiences and Further Development 2/2

  • Need a pedagogical approach adjusted for this situation
  • E.g., instead of going through a step-by-step procedure, explain the

principle and watch students do it

  • Might fake it (showing what the result should be like)
  • Great opportunity for team teaching
  • Would help in resolving the teacher’s need for split attention
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SLIDE 22

Thank You!

  • Questions? Coffee? Both?