Kshitij Sharma

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'Teaching analytics' is the application of learning analytics techniques to understand teaching and learning processes, and eventually enable supportive interventions. However, in the case of (often, half-improvised) teaching in face-to-face classrooms, such interventions would require first an understanding of what the teacher actually did, as the starting(More)
Current schemes to categorise MOOC students result from a single view on the population which either contains the engagement of the students or demographics or self reported motivation. We propose a new hierarchical student categorisation, which uses common online activities capturing both engagement and achievement of MOOC students. A first level is based(More)
We report results from a dual eye-tracking study around a Tangible User Interface (TUI). Participants (N=54) worked in groups of two and solved optimization problems on the TinkerTable, a TUI designed for students in logistics. The TinkerTable features tangible shelves that students can manipulate to build and optimize the layout of a warehouse while the(More)
We propose a gaze-based indicator of students’ attention in a MOOC video lecture. We report the results from an eye-tracking study during a MOOC lecture. We define the gazebased indicator of students’ attention as “with-me-ness”. This answers a question from teachers’ perspective “how much are the students with me?” With-me-ness is defined at two levels:(More)
We present the results of an eye-tracking study on a Massive Open Online Course (MOOC) lecture showing the relation between gaze variables and students’ performance and learning strategy. 40 students watched a MOOC lecture while their eye-movements were being recorded. We present a method to define stimuli-based gaze variables that can be defined for any(More)
Teacher orchestration of technology-enhanced learning (TEL) processes plays a major role in students’ outcomes, especially in face-to-face classrooms. However, few studies look into the fine-grained details of how such orchestration unfolds, the challenges and cognitive overload that using technologies at a classroom level pose for teachers. This paper(More)
We present an empirical study that illustrates the potential of dual eye-tracking to detect successful understanding and social processes during pair-programming. The gaze of forty pairs of programmers was recorded during a program understanding task. An analysis of the gaze transitions between structural elements of the code, declarations of identifiers(More)
Increasing affordability is making multi-tabletop spaces (e.g., in school classrooms) a real possibility, and first design guidelines for such environments are starting to appear. However, there are still very few studies into the usability of such multi-tabletop classrooms as a whole, considering well-established constructs such as cognitive load. In this(More)
We present an eye-tracking study to show the different gaze patterns across the MOOC learners. We hypothesize that the pretests can be used to shape the attention of the students. Moreover we also proposed a collaborative add on activity to the learning material for the students to help them reflect on the material they learnt in the MOOC video. What comes(More)
We present an eye-tracking study where we augment a Massive Open Online Course (MOOC) video with the gaze information of the teacher. We tracked the gaze of a teacher while he was recording the content for a MOOC lecture. Our working hypothesis is that displaying the gaze of the teacher will act as cues in crucial moments of dyadic conversation, the(More)