Erno Lehtinen

TL;DR: In this paper, a meta-analysis integrates 296 effect sizes reported in eye-tracking research on expertise differences in the comprehension of visualizations, concluding that experts had shorter fixation durations, more fixations on task-relevant areas, and fewer fixations in task-redundant areas; experts also had longer saccades and shorter times to first fixate relevant information.

TL;DR: In this paper, the authors discuss the role of Conceptual and Material Artifacts in knowledge creation and the dynamic nature of networked knowledge sharing in the context of knowledge acquisition and knowledge sharing.

TL;DR: This paper investigated how metacognition appears as a socially shared phenomenon within collaborative mathematical word-problem solving processes of dyads of high-achieving pupils and found that there were significantly more and longer episodes of socially shared metACognition in difficult as compared to moderately difficult and easy problems.

TL;DR: From the analysis, there emerged three factors that represented Finnish elementary and high school students’ relationships to ICT and it appears that intensity of using ICT at school is determined more by the availability of equipment and the extent to which ICT is used in the school than by a student’s expertise in ICT.

TL;DR: In this paper, two studies were conducted to investigate children's focusing on the aspect of numerosity in utilizing enumeration in action, and whether children's spontaneous fusing on numerosity is related to their counting development.