Evaluating Eye Tracking Technology for Assessment of Students with Profound and Multiple Learning Difficulties
PDF (English/Español)
HTML

Métricas alternativas

Palabras clave

Eye Gaze Tracking Technology
evaluación
tecnología
educación especial
competencia digital Eye Gaze Tracking Technology
Assessment
Technology
special education
digital competence

Cómo citar

Gill, R., & Youni, S. (2021). Evaluating Eye Tracking Technology for Assessment of Students with Profound and Multiple Learning Difficulties: [Evaluación de la tecnología de seguimiento ocular para la evaluación de estudiantes con dificultades de aprendizaje múltiples y profundas]. Pixel-Bit. Revista De Medios Y Educación, 62, 269–308. https://doi.org/10.12795/pixelbit.88106

Resumen

Eye-Gaze Tracking Technology (EGTT) is used most commonly as a communication tool for learners with profound and multiple learning difficulties (PMLD). This research investigates the use of EGTT as an assessment tool to provide additional evidence to confirm teacher assessment. Data was obtained from a sample of 4 students with PMLD and physical disabilities located within a special needs school. The qualitative methodology ensured a triangulation of data collection, which included analysis of learner heat maps, parent questionnaires and observations of teaching via video capture. It was found that the eye-tracking data provided information on individual learner’s engagement with the learning objectives, which otherwise could not have been communicated. The innovative technology provided an independent data source to inform the teacher’s assessment of the learner’s cognitive abilities. Overall EGTT enabled a more accurate method of teacher assessment of PMLD students’ abilities, giving teachers more confidence with their judgements by providing robust evidence to underpin their professional practice.

https://doi.org/10.12795/pixelbit.88106
PDF (English/Español)
HTML

Citas

Alemdag, E., & Cagiltay, K. (2018). A systematic review of eye tracking research on multimedia learning. Computer & Education, 125, 413-428. https://doi.org/10.1016/j.compedu.2018.06.023

Atkins, L. (2018). Exploring teachers' professional development and digital literacy: a grounded theory Study. PhD Thesis, De Montfort University, Leicester, UK.

Archibald, M.M. (2015). Investigator Triangulation: A Collaborative Strategy With Potential for Mixed Methods Research. Journal of Mixed Methods Research, 10(3),228-250. https://doi.org/10.1177/1558689815570092

BERA: British Educational Research Association (2018). Ethical Guidelines for Educational Research (4th ed). British Educational Research Association

Borgestig, M., Rytterström, P., & Helena Hemmingsson. (2017). Gaze-based assistive technology used in daily life by children with severe physical impairments – parents’ experiences. Developmental Neurorehabilitation, 20(5), 301-308. https://doi.org/10.1080/17518423.2016.1211769

Borgestig, M. (2016). The impact of gaze-based assistive technology on daily activities in children with severe physical impairments (Medical Dissertations No. 1490). Linköping University.

Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education. Routledge. https://doi.org/10.4324/9781315456539

Capel, S., Leask, M., & Younie, S. (2016). Learning to Teach in the Secondary School: A Companion to School Experience. 7th edn. Routledge.

Costa, C., Hammond, H., & Younie, S. (2019) Theorising technology in education: an introduction. Technology, Pedagogy and Education, 28(4), 395-399. https://doi.org/10.1080/1475939X.2019.1660089

Davis, F.D. (1989). Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology. Management Information Systems Quarterly, 13(3), 319-340.

De Rossi, M., & Trevisan, O. (2018). Technological Pedagogical Content Knowledge in the literature: how TPCK is defined and implemented in initial teacher education. Italian Journal of Educational Technology, 26(1), 7–23. https://doi.org/10.17471/2499-4324/988

DfE: Department for Education. (2015). Special Educational Needs and Disability- Code of practice 0-25 years. DfE.

DfE: Department for Education. (2014). P scales: attainment targets for students with SEN. https://tinyurl.com/u7zuhrnb

Fernández-Lopez, A., Rodríguez-Fortiz, M.J., & Rodríguez-Almendros, M.L. (2013). Mobile learning technology based on iOS to support student with special education needs. Computer & Education, 61, pp.77-90. https://doi.org/10.1016/j.compedu.2012.09.014

Frauenberger. C., Good, W., & Kaey-Bright, W. (2011). Designing technology for children with special needs: bridging perspectives through participatory design. CoDesign, 7(1), 1-28. https://doi.org/10.1080/15710882.2011.587013

Glazzard, J., Stokoe, J., Hughes, A., Netherwood, A., & Neve, L. (2019). Teaching & Supporting Children with Special Educational Needs & Disabilities in primary Schools. SAGE.

Hogg, R. (2017). The SLD experience: for professional, parents and those working to support children and young people with severe and profound learning difficulties- Assessing progress for learners with PMLD (part 1). British Institute of Learning Disabilities, 77, 1-40.

Holmqvist, E., Thunberg, G., & Dahlstrand, M.P. (2017). Gaze-controlled communication technology for children with severe multiple disabilities: Parents and professionals’ perception of gains, obstacles, and prerequisites. Assistive Technology, 30(4), 201-208. https://doi.org/10.1080/10400435.2017.1307882

Koehler, M. J., Mishra, P., Bouck, E.C., DeSchryver, M., Kereluik, K., Shin, T.S., & Wolf, L.G. (2011). Deep-Play: Developing TPACK for 21st century teachers. International Journal for Learning Technology, 6(2), 146-163.

Koehler, M. J., Mishra, P., & Yahya, K. (2007). Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy and technology. Computers & Education, 49(3), 740–762. https://doi.org/10.1016/j.compedu.2005.11.012

Martella, R.C., & Nelson, J.R. (2013). Understanding and Interpreting Educational Research. The Guildford Press.

Mencap – the voice of learning disability (2018). About profound and multiple learning disabilities. PMLD network. https://tinyurl.com/dpxfxuvz

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. http://dx.doi.org/10.1111/j.1467-9620.2006.00684.x

Najafi, L., Friday, M., & Robertson, Z. (2008). Two case studies describing assessment and provision of eye gaze technology for people with severe physical disabilities. Journal of Assistive Technologies, 2(2), 6-12. http://dx.doi.org/10.1108/17549450200800013

Pearlman, S., & Michaels, D. (2019). Hearing the voice of children and young people with a learning disability during the Educational Health Care Plan (ECHP). Support for Learning, 34(2), 148-161. https://doi.org/10.1111/1467-9604.12245

Perfect, E., Hoskin, E., Noyek, S., & Davies, T.C. (2020). A systematic review investigating outcome measures and uptake barriers when children and youth with complex disabilities use eye gaze assistive technology. Developmental Neurorehabilitation, 23(3), 145- 159. https://doi.org/10.1080/17518423.2019.1600066

Porter, J., Ouvry, C., Morgan, M., & Downs, C. (2001). Interpreting the communication of people with profound and multiple learning difficulties. British Journal of Learning Disabilities, 29(1),12-16. https://doi.org/10.1046/j.1468-3156.2001.00083.x

Renshaw, J.A., Boullier, B., Geddes, S., & Moore, A. (2012). An Assessment of Eye Tracking as an Educational Aid for People with Profound Multiple Learning Difficulties (PMLD). In Moore, D., Gorra, A., Adams, M,. Reaney, J,. & Smith, H (eds). Disabled Students in Education: Technology, Transition and Inclusivity (pp. 21-44). Information Science Reference.

Rogers, E. (2003). Diffusion of Innovations. Free Press.

SESS- Special Education Support Service. (2015). Severe/Profound General Learning Disability. https://tinyurl.com/2my46kkt

Shelton, C. (2018). Technology and inclusion. In Younie, S. & Bradshaw, P. (eds). Debates in Computing and ICT Education (pp.3-13). Routledge.

South Lanarkshire Council. (2015). The South Lanarkshire Framework for Supporting Pupils with Severe and Profound Learning Needs. Psychological Service & Inclusive Education Service. https://tinyurl.com/mp892fwy

Shulman, L.S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.

Starcic, A.I., & Bagon, S. (2014). ICT-supported learning for inclusion of people with special needs: review of seven educational technology journals 1970-2011. British Journal of Educational Technology, 45(2), 202-230.

Teo, T. (2009). Modelling technology acceptance in education: a study of pre-service teachers. Computers and Education, 52(2), 302-312.

Tondeur, J., Roblin, N. P., van Braak, J., Fisser, P., & Voogt, J. (2013). Technological pedagogical content knowledge in teacher education: in search of a new curriculum. Educational Studies, 39(2), 239–243. https://doi.org/10.1080/03055698.2012.713548

UNESCO (2011). ICTs in education for people with disabilities- Review of innovative practice. Institute for Information Technologies in Education.

Vessoyan, K., Steckle, G., Easton, B., Nichols, M., Siu, V.M., & McDougall. J. (2018.) Using eye-tracking technology for communication in Rett syndrome: perceptions of impact. Augmentative and Alternative Communication, 34(3), 230-241. https://doi.org/10.1080/07434618.2018.1462848

Venkatesh, V., Morris, M.G., Davis, G.B. & Davis, F.D. (2003). User Acceptance of Information Technology: Toward a Unified View. Management Information Systems Quarterly, 27(3), 425-478.

Weaton, H., & Ware, J. (2018), The use of the ‘Routes for Learning’ assessment for learners with profound and multiple learning difficulties (PMLD) in England and Wales. The SLD experience, 79(1), 15-23.

Winter, S., & Bunn., H. (2019.) Work to be done: A survey of educational psychologists’ contribution to special schools for profound and multiple learning difficulties. British Journal of Special Education, 46(1), 53-75, https://doi.org/10.1111/1467-8578.12252

Younie, S., & Cameron, K. (2014). An evaluation of the use of iPads as augmentative and alternative communication devices (AAC). Leicester City Council.

Younie, S., & Leask, M. (2013). Teaching with Technologies: The Essential Guide. Open University Press.

Younie, S. (2007). Integrating ICT into Teachers Professional Practice: the cultural dynamics of change. PhD Thesis, De Montfort University, Leicester, UK.

Yin, R.K. (2018). Case Study Research- Design and Methods. SAGE.

Creative Commons License

Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.

Derechos de autor 2021 Píxel-Bit. Revista de Medios y Educación

Descargas

Los datos de descargas todavía no están disponibles.