EAGER: Exploiting Keystroke Logging and Eye-Tracking to Support the Learning of Writing

网络学习和未来学习技术计划资助的努力将有助于展望下一代学习技术，并促进我们对人们在技术丰富的环境中如何学习的了解。学习如何写作和良好地沟通是成为一名富有成效的社会成员的核心挑战之一，人们对写作过程的心理学有很多了解。然而，大多数写作教学关注的是写作的产物，教学和支持写作的能力有限，而且只支持事后的写作过程。这个项目是一个探索研究的早期概念资助项目，它探索了这样一种可能性，即允许计算机知道作者在看什么(阅读)以及他们在打什么字的技术，可以检测到他们写作过程中的重要方面，并提供实时反馈。此外，记录学习者看什么地方，他们打了什么，并允许回放，可能会支持写作教师传授一些研究表明可以提高写作技能的技术。该项目将原型并测试一个脚手架交互式在线写作环境，该环境将键盘记录与眼球跟踪凝视检测同步，以实现写作策略的自动检测。通过一个包括以英语为第二语言的学习者及其学生的大学写作入门教师在内的共同开发过程，该团队将探索通过实时分析眼神和击键记录实现的教学策略，在课堂环境中使用此类技术的限制和负担，以及对写作策略和结果影响最大的形成性反馈类型。研究的初始阶段将验证该软件可以准确地将凝视和击键与编辑轨迹联系起来，并且这样做的技术实际上可以在真实的课堂环境中传播。研究的后续阶段将集中于教学策略及其影响；每学期将从主办试点的大学水平的课程中招募14名重点学生，这些学生将进行各种写作任务，以获得不同的写作策略；根据技术使用的录音提示的回溯性口头协议将通过多个研究人员协作进行的宏观编码进行分析，然后进行归纳和演绎定性分析。

The Cyberlearning and Future Learning Technologies Program funds efforts that will help envision the next generation of learning technologies and advance what we know about how people learn in technology-rich environments. Learning how to write and communicate well is one of the core challenges for becoming a productive member of society, and much is known about the psychology of the writing process. Yet, most writing instruction focuses instead on the product of writing, with limited ability to teach and support the moment to moment parts of writing, and only supporting the writing process after the fact. This project, an EAGER (EArly-concept Grant for Exploratory Research) explores the possibility that technology allowing the computer to tell where a writer is looking (reading), and what they are typing, can detect important aspects of their writing process and provide real-time feedback. Additionally, recording where learners look and what they type and allowing playback might support instructors of writing to teach some of the techniques that research shows can improve writing skills.This project will prototype and test a scaffolded interactive online writing environment that synchronizes keystroke logging with eye-tracking gaze detection to enable automated detection of writing strategies. Through a co-development process including instructors of introductory college writing for primarily English as a Second Language learners and their students, the team will explore the pedagogical strategies that real-time analysis of eyetracking and keystroke logging enable, the constraints and affordances of using such technology in a classroom environment, and the types of formative feedback that have the greatest impact on writing strategies and outcomes. Initial phases of the research will validate that the software can accurately link gaze and keystrokes to an edit trace, and that the technology to do so can practically be disseminated in real classroom environments. The later phases of the research will focus on pedagogical strategies and their impacts; 14 focal students per semester will be recruited from the college level courses hosting the pilot, and these students will conduct a variety of writing tasks designed to elicit varied writing strategies; retrospective verbal protocols prompted by recordings of the technology use will be analyzed using macro-level coding conducted collaboratively by multiple researchers, and then subjected to both inductive and deductive qualitative analysis.