Inferring mindful cognitive-processing of peer-feedback via eye-tracking: role of feedback-characteristics, fixation-durations and transitions

Feedback literature identifies mindful cognitive processing of peer feedback and peer feedback characteristics - as well as the presence of justifications for feedback - as important for its efficiency. However, mindful cognitive processing has yet to be operationalized and investigated. In this study, an operationalization of mindful cognitive processing is introduced, alongside an investigation to identify valid measures for it. In a between-subjects design, peer feedback PF content [elaborated specific feedback with justifications ESF+J vs. elaborated specific feedback without justifications ESF] was varied. Students received a scenario containing an essay by a fictional student and fictional PF, followed by a text revision, distraction and PF recall task. Eye tracking was applied to measure a how written PF was re- read fixation durations and b the number of transitions occurring between PF and essay text. Mindful cognitive processing was inferred from the relation between fixation durations on PF and number of transitions between essay text and PF with a text revision performance and b PF recall performance. When no justifications were provided, recipients invested more time in reading the PF and essay and increased the effort to relate the PF to essay text. Fixation durations and number of transitions proved to be valid measures to infer mindful cognitive processing.

[1]  A. Renkl,et al.  How multiple external representations are used and how they can be made more useful , 2009 .

[2]  Chen-Lin C. Kulik,et al.  The Instructional Effect of Feedback in Test-Like Events , 1991 .

[3]  K. Rayner.  Eye movements in reading and information processing: 20 years of research. , 1998, Psychological bulletin.

[4]  N. Webb.  Task-Related Verbal Interaction and Mathematics Learning in Small Groups. , 1991 .

[5]  R. Ryan,et al.  The benefits of being present: mindfulness and its role in psychological well-being. , 2003, Journal of personality and social psychology.

[6]  W. Hays.  Using Multivariate Statistics , 1983 .

[7]  Patrick Onghena,et al.  Improving the effectiveness of peer feedback for learning , 2009 .

[8]  Gregory T. Smith,et al.  Assessment of Mindfulness by Self-Report , 2004, Assessment.

[9]  Saskia Brand-Gruwel,et al.  Peer Assessment Training in Teacher Education: Effects on performance and perceptions , 2002 .

[10]  Johanna K. Kaakinen,et al.  Individual Differences in Reading to Summarize Expository Text: Evidence From Eye Fixation Patterns , 2002 .

[11]  B. Tabachnick,et al.  Using Multivariate Statistics , 1983 .

[12]  Z. Segal,et al.  The Toronto Mindfulness Scale: development and validation. , 2006, Journal of clinical psychology.

[13]  Jan-Willem Strijbos,et al.  Unravelling peer assessment: Methodological, functional, and conceptual developments , 2010 .

[14]  K. Rayner.  The 35th Sir Frederick Bartlett Lecture: Eye movements and attention in reading, scene perception, and visual search , 2009, Quarterly journal of experimental psychology.

[15]  Markku Tukiainen,et al.  Temporal eye-tracking data: evolution of debugging strategies with multiple representations , 2008, ETRA.

[16]  P. Winne,et al.  Feedback and Self-Regulated Learning: A Theoretical Synthesis , 1995 .

[17]  Maria Caterina Tornatora,et al.  An Eye-Tracking Study of Learning From Science Text With Concrete and Abstract Illustrations , 2013 .

[18]  Mirjamaija Mikkilä-Erdmann,et al.  Constructing Mental Models during Learning from Science Text , 2008 .

[19]  Susanne Narciss,et al.  How to design informative tutoring feedback for multi-media learning , 2004 .

[20]  Patrick Onghena,et al.  A comparative study of peer and teacher feedback and of various peer feedback forms in a secondary school writing curriculum , 2010 .

[21]  Jan-Willem Strijbos,et al.  Peer feedback content and sender's competence level in academic writing revision tasks: Are they critical for feedback perceptions and efficiency? , 2010 .

[22]  R. Baer.  Mindfulness Training as a Clinical Intervention: A Conceptual and Empirical Review , 2003 .

[23]  Kasia Muldner,et al.  Investigating the Utility of Eye-Tracking Information on Affect and Reasoning for User Modeling , 2009, UMAP.

[24]  Katharina Scheiter,et al.  Eye tracking as a tool to study and enhance multimedia learning , 2010 .

[25]  J. Kabat-Zinn,et al.  Full catastrophe living : using the wisdom of your body and mind to face stress, pain, and illness , 1990 .

[26]  M. Chiu.  Flowing Toward Correct Contributions During Group Problem Solving: A Statistical Discourse Analysis , 2008 .

[27]  S. Narciss.  Feedback Strategies for Interactive Learning Tasks , 2007 .

[28]  Richard E. Mayer,et al.  Unique Contributions of Eye-Tracking Research to the Study of Learning with Graphics , 2010 .

[29]  Mirabelle Walker,et al.  The quality of written peer feedback on undergraduates’ draft answers to an assignment, and the use made of the feedback , 2015 .

[30]  J. Laurenceau,et al.  Mindfulness and Emotion Regulation: The Development and Initial Validation of the Cognitive and Affective Mindfulness Scale-Revised (CAMS-R) , 2007 .

[31]  E. Langer,et al.  The Construct of Mindfulness , 2000 .

[32]  Bruce Allen Knight,et al.  Eye Tracking and the Learning System: An Overview , 2014 .

[33]  Larry Ambrose,et al.  The power of feedback. , 2002, Healthcare executive.

[34]  A. Kluger,et al.  The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. , 1996 .

[35]  Christian D. Schunn,et al.  The nature of feedback: how different types of peer feedback affect writing performance , 2009 .

[36]  Reinhard Tausch,et al.  Sich verständlich ausdrücken , 2002 .

[37]  D. Hounsell.  Towards more sustainable feedback to students , 2007 .

[38]  G. Salomon,et al.  Skill may not be enough: The role of mindfulness in learning and transfer , 1987 .

[39]  Ruth A. Baer,et al.  Mindfulness , 2017, SAGE Research Methods Foundations.

[40]  F. Paas,et al.  Cognitive Architecture and Instructional Design , 1998 .

[41]  V. Shute.  Focus on Formative Feedback , 2008 .

[42]  Stefan Schmidt,et al.  Measuring mindfulness—the Freiburg Mindfulness Inventory (FMI) , 2006 .

[43]  Z. Segal,et al.  How does cognitive therapy prevent depressive relapse and why should attentional control (mindfulness) training help? , 1995, Behaviour research and therapy.

[44]  Mien Segers,et al.  Validation of Assessment for Learning Questionnaires for teachers and students. , 2013, The British journal of educational psychology.

[45]  N. Webb,et al.  Promoting effective helping behavior in peer-directed groups , 2003 .

[46]  A. Poulos,et al.  Effectiveness of feedback: the students’ perspective , 2008 .

[47]  Richard P. Hayes.  Classical Buddhist Model of a Healthy Mind , 2004 .

[48]  Mien Segers,et al.  Peer assessment for learning from a social perspective: The influence of interpersonal variables and structural features , 2009 .

[49]  S. Hayes,et al.  Acceptance and Commitment Therapy: An Experiential Approach to Behavior Change , 1999 .

[50]  D. Wiliam.  What Is Assessment for Learning , 2011 .

[51]  Michael D. Robinson,et al.  Simulation, Scenarios, and Emotional Appraisal: Testing the Convergence of Real and Imagined Reactions to Emotional Stimuli , 2001 .

[52]  M A Just,et al.  A theory of reading: from eye fixations to comprehension. , 1980, Psychological review.