Identifying the nature of knowledge using the pressures applied to a computer mouse

Abstract

The nature of knowledge retention is not that a student either knows or doesn't. Using signal detection theory, the correct and incorrect responses a student provides can each be subdivided into two more levels of knowledge using the student's confidence of answer correctness. The proposed study will attempt to link confidence of answer correctness to the categorized pressures applied to a computer mouse allowing for the partitioning of responses. Twenty participants that were part of a pedagogical methods study will be retested using a computer-based multiple choice test and pressure sensitive computer mouse. Participants will also rate their confidence of answer correctness. It is hypothesized that the analyzed pressures applied to the computer mouse will indicate the confidence of answer correctness. Using the categorized pressures from the computer mouse allows for the real-time assessment of a student's knowledge to guide pedagogical follow-up. © 2009 Springer.