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关于自我调节学习过程中的眼睛跟踪活动的实验数据集

Vojtěch Juřík1,2,3, Libor Juhaňák4, Alexandra Ružičková5

  • 1Department of Educational Sciences, Faculty of Arts, Masaryk University, Brno, Czech Republic. jurik.vojtech@mail.muni.cz.

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概括

这项研究使用眼睛跟踪来探索元认知提示和多媒体如何影响学习. 调查结果为教育技术设计的认知处理和学习成果提供了洞察力.

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科学领域:

  • 认知心理学 认知心理学
  • 教育技术的教育技术
  • 人与计算机的交互

背景情况:

  • 自律学习 (SRL) 对学习效率至关重要,但它与结果的联系需要更客观的数据.
  • 在学习过程中对认知处理的现有研究往往缺乏详细的行为洞察力.
  • 了解学习者如何与不同材料格式互动,是有效教学的关键.

研究的目的:

  • 研究元认知提示和多媒体格式对学习过程中的认知处理的影响.
  • 收集和分析客观的眼睛跟踪数据,以了解注意力分布和认知参与.
  • 使用实证数据检查SRL,学习策略和学习成果之间的关系.

主要方法:

  • 一个受控的实验室实验与110名大学生使用2x2混合因数设计.
  • 在研究科学材料期间收集眼睛跟踪数据 (目光模式).
  • 只有文本和多媒体格式之间的学习成果的比较,有和没有元认知提示.

主要成果:

  • 眼睛跟踪数据显示了独特的目光模式,受多媒体内容和元认知提示的影响.
  • 分析表明对注意力分布和认知参与的影响,与学习表现相关.
  • 这项研究提供了一个新的数据集,将通过眼睛跟踪测量的SRL行为与学习结果联系起来.

结论:

  • 超认知提示和多媒体内容显著影响认知处理和学习结果.
  • 眼睛跟踪数据为学习过程中自我调节学习和注意力的机制提供了宝贵的见解.
  • 这些发现对于设计更有效的电子学习环境和教育技术具有实际意义.