Tracking Students’ Eye-Movements when Reading Learning Objects on Mobile Phones: A Discourse Analysis of Luganda Language Teacher-Trainees’ Reflective Observations

Although eye-tracking technologies such as Tobii-T120/TX and Eye-Tribe are steadily becoming ubiquitous, and while their appropriation in education can aid teachers to collect robust information on how students move their eyes when reading and engaging with different learning objects, many teachers...

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Autores principales:	David Kabugo, Paul Birevu Muyinda, Fred Masaazi Masagazi, Anthony Muwagga Mugagga, Mathias Bwanika Mulumba
Formato:	article
Lenguaje:	EN
Publicado:	Commonwealth of Learning 2016
Materias:	reading emerging technologies eye-trackers experiential learning active experimentation learning artifacts Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/54f443e281e142e99a0c279a60294e7c
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spelling	oai:doaj.org-article:54f443e281e142e99a0c279a60294e7c2021-12-03T21:43:01ZTracking Students’ Eye-Movements when Reading Learning Objects on Mobile Phones: A Discourse Analysis of Luganda Language Teacher-Trainees’ Reflective Observations2311-1550https://doaj.org/article/54f443e281e142e99a0c279a60294e7c2016-03-01T00:00:00Zhttps://jl4d.org/index.php/ejl4d/article/view/129https://doaj.org/toc/2311-1550Although eye-tracking technologies such as Tobii-T120/TX and Eye-Tribe are steadily becoming ubiquitous, and while their appropriation in education can aid teachers to collect robust information on how students move their eyes when reading and engaging with different learning objects, many teachers of Luganda language are yet to gain experiences of utilizing these technologies in their teaching. This paper emerges from a semester-long (17 weeks) study which followed a Design Based Research (DBR) approach and deployed qualitative techniques to cultivate the experiences of 68 Luganda language teacher-trainees in utilizing different emerging Educational Technologies (ETs) in their teaching. The study was guided by Kolb (1984)’s Experiential Learning Theory (ELT) and Reeves (2006)’s model of conducting research in authentic e-learning contexts. During the study, trainees concretely experienced, abstractly conceptualized and made observational reflections about their own active experimentations of different ETs in teaching Luganda language. In this paper, we describe how we supported the trainees to conduct an active experimentation of Tobii-T120 to track how students moved their eyes when reading and engaging with learning objects on an emulated smart phone. Following the observational reflections, which the trainees made about their active experimentation, this paper also presents a discourse analysis thereof.David KabugoPaul Birevu MuyindaFred Masaazi MasagaziAnthony Muwagga MugaggaMathias Bwanika MulumbaCommonwealth of Learningarticlereadingemerging technologieseye-trackersexperiential learningactive experimentationlearning artifactsTheory and practice of educationLB5-3640ENJournal of Learning for Development, Vol 3, Iss 1, Pp 51-65 (2016)
institution	DOAJ
collection	DOAJ
language	EN
topic	reading emerging technologies eye-trackers experiential learning active experimentation learning artifacts Theory and practice of education LB5-3640
spellingShingle	reading emerging technologies eye-trackers experiential learning active experimentation learning artifacts Theory and practice of education LB5-3640 David Kabugo Paul Birevu Muyinda Fred Masaazi Masagazi Anthony Muwagga Mugagga Mathias Bwanika Mulumba Tracking Students’ Eye-Movements when Reading Learning Objects on Mobile Phones: A Discourse Analysis of Luganda Language Teacher-Trainees’ Reflective Observations
description	Although eye-tracking technologies such as Tobii-T120/TX and Eye-Tribe are steadily becoming ubiquitous, and while their appropriation in education can aid teachers to collect robust information on how students move their eyes when reading and engaging with different learning objects, many teachers of Luganda language are yet to gain experiences of utilizing these technologies in their teaching. This paper emerges from a semester-long (17 weeks) study which followed a Design Based Research (DBR) approach and deployed qualitative techniques to cultivate the experiences of 68 Luganda language teacher-trainees in utilizing different emerging Educational Technologies (ETs) in their teaching. The study was guided by Kolb (1984)’s Experiential Learning Theory (ELT) and Reeves (2006)’s model of conducting research in authentic e-learning contexts. During the study, trainees concretely experienced, abstractly conceptualized and made observational reflections about their own active experimentations of different ETs in teaching Luganda language. In this paper, we describe how we supported the trainees to conduct an active experimentation of Tobii-T120 to track how students moved their eyes when reading and engaging with learning objects on an emulated smart phone. Following the observational reflections, which the trainees made about their active experimentation, this paper also presents a discourse analysis thereof.
format	article
author	David Kabugo Paul Birevu Muyinda Fred Masaazi Masagazi Anthony Muwagga Mugagga Mathias Bwanika Mulumba
author_facet	David Kabugo Paul Birevu Muyinda Fred Masaazi Masagazi Anthony Muwagga Mugagga Mathias Bwanika Mulumba
author_sort	David Kabugo
title	Tracking Students’ Eye-Movements when Reading Learning Objects on Mobile Phones: A Discourse Analysis of Luganda Language Teacher-Trainees’ Reflective Observations
title_short	Tracking Students’ Eye-Movements when Reading Learning Objects on Mobile Phones: A Discourse Analysis of Luganda Language Teacher-Trainees’ Reflective Observations
title_full	Tracking Students’ Eye-Movements when Reading Learning Objects on Mobile Phones: A Discourse Analysis of Luganda Language Teacher-Trainees’ Reflective Observations
title_fullStr	Tracking Students’ Eye-Movements when Reading Learning Objects on Mobile Phones: A Discourse Analysis of Luganda Language Teacher-Trainees’ Reflective Observations
title_full_unstemmed	Tracking Students’ Eye-Movements when Reading Learning Objects on Mobile Phones: A Discourse Analysis of Luganda Language Teacher-Trainees’ Reflective Observations
title_sort	tracking students’ eye-movements when reading learning objects on mobile phones: a discourse analysis of luganda language teacher-trainees’ reflective observations
publisher	Commonwealth of Learning
publishDate	2016
url	https://doaj.org/article/54f443e281e142e99a0c279a60294e7c
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Tracking Students’ Eye-Movements when Reading Learning Objects on Mobile Phones: A Discourse Analysis of Luganda Language Teacher-Trainees’ Reflective Observations

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