Students' Co-Regulation During a Complex Problem-Solving Assessment: An Eye-Tracking Study

• In Event: AERA Poster Session 14
  In Poster Session: Advanced Technology and Learning Poster Session

Abstract

Understanding how students co-regulate their learning during complex problem-solving has typically relied on indirect measures. In this study, conducted using in-situ eye-tracking, we provide insight into the interactional patterns of co-regulation as process. Three collaborating engineering undergraduate students wore eye-tracking sets during an in-class, complex assessment. By calibrating the three data streams, we were able to define moments of shared attention. Analysis of data streams by question, paired with activity-coded content logs, reveals patterns of co-regulation. Notably, the students' accounts of leadership differed from empirically-derived leading. While confident, the students' gazes aligned, but when faced with uncertainty, they diverged, converging again as they evaluated the accuracy of their answers. These findings provide an empirical account of co-regulation as process.

Authors

• Manuel J Jimenez, The University of New Mexico

• Vanessa Svihla, University of New Mexico

• Victor Law, University of New Mexico

• Meeko OIshi, The University of New Mexico