Explore College Students' Cognitive Processing during Scientific Literacy Online Assessments with the Use of Eye Tracking Technology

2015 IEEE 15th International Conference on Advanced Learning Technologies Pub Date : 2015-07-06 DOI:10.1109/ICALT.2015.84

Pei-Yi Tsai, Ting-Ting Yang, H. She

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引用次数: 1

Abstract

The present study was to explore undergraduate students' performance and eye movement between two groups (non-science major and science major) on online scientific literacy assessments. The domain of scientific literacy in assessments consisted of identifying scientific questions, explaining phenomena scientifically, and using evidence scientifically. Eye-tracking system was synchronized to collect the indicator data of eye movement while students were engaging in cognitive processing during the assessments. The results showed that the science group students outperformed significantly than their peers in the non-science group on the assessments. Eye movement data further supported that the science group students allocated greater attention and made deeper cognitive processing at area of interest (AOI) on critical web pages compared to the non-science group ones. This study provides empirical evidence that the eye movement behaviors can give an insight into the information processing during scientific literacy online assessments.

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利用眼动追踪技术探讨大学生科学素养在线测评过程中的认知加工

本研究旨在探讨两组(非理科生和理科生)大学生在网络科学素养测评中的表现和眼动。评估中的科学素养领域包括识别科学问题、科学地解释现象和科学地使用证据。眼动追踪系统同步采集学生在评估过程中进行认知加工时的眼动指标数据。结果显示，科学组的学生在评估中明显优于非科学组的同龄人。眼动数据进一步支持了与非科学组相比，科学组学生在关键网页上分配了更多的注意力，并在感兴趣区域(AOI)上进行了更深的认知加工。本研究提供了实证证据，证明眼动行为可以洞察科学素养在线评估过程中的信息加工过程。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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2015 IEEE 15th International Conference on Advanced Learning Technologies

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