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How are learning strategies reflected in the eyes? Combining results from self‐reports and eye‐tracking
Author(s) -
Catrysse Leen,
Gijbels David,
Donche Vincent,
De Maeyer Sven,
Lesterhuis Marije,
Van den Bossche Piet
Publication year - 2018
Publication title -
british journal of educational psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.557
H-Index - 95
eISSN - 2044-8279
pISSN - 0007-0998
DOI - 10.1111/bjep.12181
Subject(s) - psychology , eye tracking , tracking (education) , cognitive psychology , optometry , developmental psychology , artificial intelligence , computer science , pedagogy , medicine
Background Up until now, empirical studies in the Student Approaches to Learning field have mainly been focused on the use of self‐report instruments, such as interviews and questionnaires, to uncover differences in students' general preferences towards learning strategies, but have focused less on the use of task‐specific and online measures. Aims This study aimed at extending current research on students' learning strategies by combining general and task‐specific measurements of students' learning strategies using both offline and online measures. We want to clarify how students process learning contents and to what extent this is related to their self‐report of learning strategies. Sample Twenty students with different generic learning profiles (according to self‐report questionnaires) read an expository text, while their eye movements were registered to answer questions on the content afterwards. Methods Eye‐tracking data were analysed with generalized linear mixed‐effects models. Results The results indicate that students with an all‐high profile, combining both deep and surface learning strategies, spend more time on rereading the text than students with an all‐low profile, scoring low on both learning strategies. Conclusions This study showed that we can use eye‐tracking to distinguish very strategic students, characterized using cognitive processing and regulation strategies, from low strategic students, characterized by a lack of cognitive and regulation strategies. These students processed the expository text according to how they self‐reported.