Some technologies and representations are more overrepresented than others, which signals a more monotonous use. Technology use in school settings tends to look at various technologies solely as mediators for production and work, rather than to relate them to the patterns of thinking and learning. We also discuss the possibilities and limitations of gaze behavior to reveal the critical moments in the collaborative knowledge construction processes. We illustrate how gaze behavior can shed light on collaborative knowledge construction in terms of the quantity of the talk (e.g., gaze behavior can shed light on the different activities of the pairs during the silent moments), quality of the talk (e.g., gaze behavior can shed light on the different approaches when constructing knowledge on physical phenomena), and temporality of collaborative knowledge construction processes. The eye-tracking data of the students’ gaze, as analyzed by epistemic network analysis, focused on the pairs’ spatial and temporal gaze behavior.

The analysis of the video data of the students’ conversations focused on the different collaborative knowledge construction levels (new idea, explication, evaluation, and non-content-related talk and silent moments), along with the temporal visualizations of the collaborative knowledge construction processes. For this purpose, we have investigated two undergraduate physics student pairs solving an electrostatics problem in a simulation-based environment via Zoom. This article presents a novel approach for studying collaborative knowledge construction in a simulation-based environment by combining both the spatial and temporal dimensions of eye-tracking data with video data. Although eye tracking has been successfully used in science education research, exploiting its potential in collaborative knowledge construction has remained sporadic.

Inter rater reliability psychology