Using the eye tracking method to analyze students' cognitive conflict and concept learning on the topic of mitosis
| Autor: | Cheng, Chia-Hui, 鄭嘉惠 |
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| Rok vydání: | 2016 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 104 In this study, we used the eye tracking method to investigate university biology students’ misconceptions and cognitive conflict. participants were divided into the experimental and control groups. Students took the misconception test first, and then proceeded to read a short expositive text. Before reading the expositive text, students of experimental group were given the correct answer of each item, while the control group read the short article without an interruption. All participants filled the questionnaire after the experiment. Students’ eye movements are recorded all the time during the experiment. The eye movement measures analyzed in the study were the changes in pupil size, first pass fixation duration time, total fixation duration and percent time fixated related to total fixation duration. The study showed that the change of pupil area could be the indicator of self-judgment ability over the test result. The comparative analysis between the control and the experimental groups showed that both groups afforded equal cognitive efforts to the expositive text but the experimental group demonstrated better concept achievement. The study result suggested that the offer of correct answers was useful for self-learning. The eye movement analysis found that the pupil area change rate of the experimental group was related to the level of item difficulty.For the easy items, participants of the experiment group who went through cognitive conflict (i.e. those who had wrong answers) showed larger pupil area change rate but spent less time in reading the expositive text. The finding suggested that for items of low difficulty, participants were able to mediate his/her cognitive conflict immediately and consequently paid less cognitive effort to the reading of the expositive text. On the contrary, for items of the medium and high level of difficulty, participants showed smaller pupil area change rate but longer reading time. This result implied that for difficult items, students did not mediate immediately his/her cognitive conflict. As a result, reading time increased. It should be noted that the increased reading time were relocated to areas related to their misconceptions. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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