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Error Detection through Mouse Movement in an Online Adaptive Learning Environment

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Title: Error Detection through Mouse Movement in an Online Adaptive Learning Environment
Language: English
Authors: de Mooij, Susanne M. M. (ORCID 0000-0001-8928-0851), Raijmakers, Maartje E. J., Dumontheil, Iroise, Kirkham, Natasha Z., van de Maas, Han L. J.
Source: Journal of Computer Assisted Learning. Feb 2021 37(1):242-252.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 11
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Descriptors: Error Patterns, Identification, Computer Peripherals, Computer Uses in Education, Assistive Technology, Arithmetic, Educational Games, Multiple Choice Tests, Electronic Learning, Age Differences, Feedback (Response), Individualized Instruction, Decision Making
DOI: 10.1111/jcal.12483
ISSN: 0266-4909
Abstract: While response time and accuracy indicate overall performance, their value in uncovering cognitive processes, underlying learning, is limited. A promising online measure, designed to track decision-making, is computer mouse tracking, where mouse attraction towards different locations may reflect the consideration of alternative response options. Using a speedy arithmetic multiple-choice game in an online adaptive learning environment, we examined whether mouse movements could reflect arithmetic difficulties when error rates are low. Results showed that mouse movements towards alternative responses in correctly answered questions mapped onto the frequency of errors made in this online learning system. This mapping was stronger for the younger children, as well as for easy arithmetic problems. On an individual level, users showed more mouse movement towards their previously made response errors than towards other alternative options. This opens the possibility of adapting feedback and instruction on an individual basis through mouse tracking.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1281023
Database: ERIC
FullText Text:
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  Data: <searchLink fieldCode="AR" term="%22de+Mooij%2C+Susanne+M%2E+M%2E%22">de Mooij, Susanne M. M.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8928-0851">0000-0001-8928-0851</externalLink>)<br /><searchLink fieldCode="AR" term="%22Raijmakers%2C+Maartje+E%2E+J%2E%22">Raijmakers, Maartje E. J.</searchLink><br /><searchLink fieldCode="AR" term="%22Dumontheil%2C+Iroise%22">Dumontheil, Iroise</searchLink><br /><searchLink fieldCode="AR" term="%22Kirkham%2C+Natasha+Z%2E%22">Kirkham, Natasha Z.</searchLink><br /><searchLink fieldCode="AR" term="%22van+de+Maas%2C+Han+L%2E+J%2E%22">van de Maas, Han L. J.</searchLink>
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 10.1111/jcal.12483
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  Data: While response time and accuracy indicate overall performance, their value in uncovering cognitive processes, underlying learning, is limited. A promising online measure, designed to track decision-making, is computer mouse tracking, where mouse attraction towards different locations may reflect the consideration of alternative response options. Using a speedy arithmetic multiple-choice game in an online adaptive learning environment, we examined whether mouse movements could reflect arithmetic difficulties when error rates are low. Results showed that mouse movements towards alternative responses in correctly answered questions mapped onto the frequency of errors made in this online learning system. This mapping was stronger for the younger children, as well as for easy arithmetic problems. On an individual level, users showed more mouse movement towards their previously made response errors than towards other alternative options. This opens the possibility of adapting feedback and instruction on an individual basis through mouse tracking.
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        PageCount: 11
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      – SubjectFull: Identification
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      – SubjectFull: Decision Making
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