在基于眼动数据的沉浸式虚拟现实课堂中调查社会比较行为
Lisa Hasenbein1, Philipp Stark2, Ulrich Trautwein2
1Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Europastraße 6, 72072, Tübingen, Germany. lisa.hasenbein@uni-tuebingen.de.
Scientific reports
|September 6, 2023
概括
与高成绩同龄人相比较的学生可以降低他们的学术自我评估. 在虚拟教室中的眼睛跟踪显示,学生积极处理同龄人的行为,将注意力与社会比较信息与较低的自我看法联系起来.
科学领域:
- 教育心理学教育心理学
- 认知心理学 认知心理学
- 人与计算机的交互
背景情况:
- 大鱼小池效应描述了高成绩的同龄人如何对学生的学术自我评估产生负面影响.
- 社会比较理论建议学生将自己与同学进行比较,但课堂上的确切机制尚不清楚.
- 现有的研究缺乏关于学生在学习过程中如何积极处理社会比较信息的详细见解.
研究的目的:
- 调查学生在多大程度上积极关注和响应社会比较信息.
- 检查同行与成就相关的行为在塑造学生自我评估中的作用.
- 利用沉浸式虚拟现实 (IVR) 进行对课堂社会动态的控制观察.
主要方法:
- 利用一个沉浸式虚拟现实 (IVR) 课堂与353名六年级学生.
- 实验性地操纵虚拟同学的与成就相关的行为 (例如,举手).
- 收集眼睛跟踪和目光数据来衡量对社会比较信息的关注.
主要成果:
- 眼睛追踪数据证实学生积极处理虚拟同龄人的社会比较信息.
- 对社会比较信息的关注增加 (更频繁,更长的凝视时间) 与不太有利的自我评估相关.
- 这项研究提供了实证证据,证明在课堂环境中积极处理社会比较线索.
结论:
- 沉浸式虚拟现实环境提供了强大的工具,用于研究实验控制的真实课堂行为.
- 学生对同学学业绩的关注直接影响了他们的自我认知.
- 这些发现有助于我们更好地理解教育环境中的社会比较过程,并突出了IVR研究的潜在应用.
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