{"title":"信心在经济学受训教师凝视偏差效应中的作用--经济学内容知识数字化评估的结果","authors":"Sebastian Brückner, Olga Zlatkin-Troitschanskaia","doi":"10.1186/s40461-024-00156-2","DOIUrl":null,"url":null,"abstract":"<p>In the present study, we recorded the eye movements of 20 criterion-based selected trainee teachers in economics while they responded to 25 single choice (SC) items in an economic content knowledge (CK) test and rated their confidence for each response in a digital assessment. By using a multilevel modeling approach with crossed random effects, we confirmed prior findings from eye-tracking research on SC tests, which showed longer dwell time on the correct response options (attractor) and shorter dwell time on the distractors are positively linked to correct options. Furthermore, we identified an additional effect on dwell time on the attractor in a moderator model with participants who highly rated their confidence for correct response options. Thus, we identified a specific role of students’ confidence in their CK on the gaze bias effect. We interpret these results in terms of students’ actual understanding of test contents from assessments of their professional knowledge and draw implications for further research and teacher education.</p>","PeriodicalId":38550,"journal":{"name":"Empirical Research in Vocational Education and Training","volume":null,"pages":null},"PeriodicalIF":1.6000,"publicationDate":"2024-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The role of confidence in the gaze bias effect among economics trainee teachers — results from a digital assessment of economic content knowledge\",\"authors\":\"Sebastian Brückner, Olga Zlatkin-Troitschanskaia\",\"doi\":\"10.1186/s40461-024-00156-2\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>In the present study, we recorded the eye movements of 20 criterion-based selected trainee teachers in economics while they responded to 25 single choice (SC) items in an economic content knowledge (CK) test and rated their confidence for each response in a digital assessment. By using a multilevel modeling approach with crossed random effects, we confirmed prior findings from eye-tracking research on SC tests, which showed longer dwell time on the correct response options (attractor) and shorter dwell time on the distractors are positively linked to correct options. Furthermore, we identified an additional effect on dwell time on the attractor in a moderator model with participants who highly rated their confidence for correct response options. Thus, we identified a specific role of students’ confidence in their CK on the gaze bias effect. We interpret these results in terms of students’ actual understanding of test contents from assessments of their professional knowledge and draw implications for further research and teacher education.</p>\",\"PeriodicalId\":38550,\"journal\":{\"name\":\"Empirical Research in Vocational Education and Training\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.6000,\"publicationDate\":\"2024-01-28\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Empirical Research in Vocational Education and Training\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1186/s40461-024-00156-2\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Empirical Research in Vocational Education and Training","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1186/s40461-024-00156-2","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
摘要
在本研究中,我们记录了 20 名经过标准筛选的经济学见习教师在经济学内容知识(CK)测试中回答 25 个单项选择(SC)题目时的眼动情况,并在数字评估中对每次回答的置信度进行了评分。通过使用交叉随机效应的多层次建模方法,我们证实了之前对 SC 测试的眼动追踪研究结果,即在正确的回答选项(吸引子)上停留时间较长和在干扰项上停留时间较短与正确选项呈正相关。此外,我们还在一个调节模型中发现了吸引子停留时间对那些对正确答案选项有高度信心的参与者的额外影响。因此,我们确定了学生对自己 CK 的信心对注视偏差效应的特定作用。我们通过对学生专业知识的评估,从学生对测试内容的实际理解来解释这些结果,并为进一步的研究和教师教育提供启示。
The role of confidence in the gaze bias effect among economics trainee teachers — results from a digital assessment of economic content knowledge
In the present study, we recorded the eye movements of 20 criterion-based selected trainee teachers in economics while they responded to 25 single choice (SC) items in an economic content knowledge (CK) test and rated their confidence for each response in a digital assessment. By using a multilevel modeling approach with crossed random effects, we confirmed prior findings from eye-tracking research on SC tests, which showed longer dwell time on the correct response options (attractor) and shorter dwell time on the distractors are positively linked to correct options. Furthermore, we identified an additional effect on dwell time on the attractor in a moderator model with participants who highly rated their confidence for correct response options. Thus, we identified a specific role of students’ confidence in their CK on the gaze bias effect. We interpret these results in terms of students’ actual understanding of test contents from assessments of their professional knowledge and draw implications for further research and teacher education.
期刊介绍:
The main focus of this journal is to provide a platform for original empirical investigations in the field of professional, vocational and technical education, comparing the effectiveness, efficiency and equity of different vocational education systems at the school, company and systemic level. The journal fills a gap in the existing literature focusing on empirically-oriented academic research and stimulating the interest in strengthening the vocational part of the educational system, both at the basic and higher education level.