In our experiment, we identified a significant mediation effect of the content coverage, reading patterns and the two levels of with-me-ness on the relation between students’ motivation and their learning performance. The proposed stimuli-based gaze variables indicate students’ content-coverage (in space and time) and reading processes (area of interest based variables) and attention (i.e., with-me-ness), at the perceptual (following teacher’s deictic acts) and conceptual levels (following teacher discourse). We then proposed a method to define stimuli-based gaze variables that can be used for any kind of stimulus. In this paper, we present a study with 40 students who watched a MOOC lecture while their eye-movements were being recorded. Such variables however, do not always capture users’ learning and behavior (e.g., passive video watching).
Contemporary MOOC learning analytics relate with click-streams, keystrokes and other user-input variables. The interaction with the various learners in a Massive Open Online Course (MOOC) is often complex.
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