不同電腦模擬模式對於合作科學問題解決之影響：以眼動進行分析

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姓名

彭郁翔(Yu-Siang Peng) 查詢紙本館藏

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網路學習科技研究所

論文名稱

不同電腦模擬模式對於合作科學問題解決之影響：以眼動進行分析
(The Effects of Different Computer Simulations’ Mode on Collaborative Science Problem Solving: An eye-tracking analysis)

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摘要(中)

合作問題解決能力（Collaborative problem solving，CPS）被視為21世紀重要核心能力之一，在學習上也使用合作問題解決活動讓學習者透過合作來學習。而在科學教育中，電腦模擬可以讓學習者透過調整變數來觀察模擬現象的變化，進而探究其科學概念。此外，在學習的分析上可以透過眼動追蹤的技術來了解學習者的學習歷程以及注意力分布的情形。因此本研究應用電腦模擬輔助學習者在合作科學學習活動進行學習，以眼動追蹤方式蒐集學習者在活動過程中的眼動資料，探討在不同合作模擬操控模式下，學習者合作問題解決能力以及共同注意力分布情況。結果顯示雖然不同的合作模擬操控模式對於學習者主觀感受上沒有影響，卻造成其共同注意力分布的不同，進而使學習表現有差異；這也顯示了應用眼動追蹤於學習分析中的方式，能夠有效地了解學生在學習過程中的狀況。最後，本研究依據結果提出對於未來研究的建議

摘要(英)

Collaborative problem solving (CPS) is considered as a critical skill of the 21st century. Adopting CPS activities in instruction can help learners to learn through collaborating with peers. In science education, computer simulations can facilitate learners adjusting the variables and observing changes between different variables in order to explore scientific concepts. Additionally, the use of eye-tracking in learning analysis help understand how learners learn and their attention patterns during the learning process. This study designed a collaborative scientific learning activity based on a simulation to help learners learn. Using eye-tacking method to collect learners’ eye movement data in process of the learning activity to analyze learners’ CPS skills and joint attention in different collaborative simulation modes. The result shows that between two collaborative simulation modes, learners’ feeling about collaborating with peers in activity is not significantly different, but the learners’ joint attention is significantly different. Moreover, the different in joint attention also cause the significantly different in learning performance between two groups. This result also revealed that applying eye-tracking techniques in learning analysis is a useful way to understand learners’ behaviors in learning process. Finally, according to the result in this study, we provide some suggestions on future research.

關鍵字(中)

★ 電腦模擬
★ 科學學習
★ 合作問題解決
★ 眼動分析

關鍵字(英)

★ computer simulation
★ science learning
★ collaborative problem solving
★ eye-tracking

論文目次

摘要 I
Abstract II
致謝 III
目錄 V
圖目錄 VII
表目錄 VIII
第一章緒論 1
1.1 研究背景與動機 1
1.2 研究目的與問題 2
1.3 名詞解釋 2
1.3.1 眼動追蹤(Eye-tracking) 2
1.3.2 興趣區域( Area of Interest；AOI ) 3
1.3.3 凝視點（fixation） 3
1.3.4 電腦模擬（Computer Simulation） 3
1.4 研究範圍與限制 3
1.5 論文架構 3
第二章文獻探討 4
2.1 電腦模擬 4
2.2 眼動追蹤 5
第三章系統介紹 7
3.1 系統簡介 7
3.2 系統設計 8
3.2.1 模擬說明 8
3.2.2 科學學習活動系統說明 9
3.3模擬操作方式之差異 13
第四章研究方法 15
4.1 研究流程 15
4.2 實驗設計 16
4.2.1 實驗說明 17
4.2.2 填寫實驗同意書 18
4.2.3 前測試題測驗 18
4.2.4 實驗指導語 18
4.2.5 觀看系統教學影片 18
4.2.6 眼動校正 18
4.2.7 科學學習活動 18
4.2.8 後測試題測驗 19
4.2.9 合作品質問卷 19
4.2.10 填寫受試者資料 19
4.2.11 給予受試者費用 19
4.3 研究對象 19
4.4 研究工具 20
4.4.1 眼動追蹤儀 20
4.4.2 眼動蒐集軟體 21
4.4.3 合作品質問卷 24
4.4.4 前後測紙筆測驗 24
4.4.5 系統操作Log檔 25
4.4.6 MATLAB 25
4.6 資料蒐集與分析 30
4.6.1 眼動資料 30
4.6.2 學習成效 31
4.6.3 合作品質 33
第五章研究結果與討論 34
5.1 眼動資料分析結果 34
5.1.1 CRQA 34
5.1.2 AOI共同交集比例 34
5.2 學習成效 36
5.3 合作品質 37
第六章結論與建議 38
6.1 結論 38
6.2 未來發展與建議 38
參考文獻 39
附錄A 科學學習活動教材 43
附錄B 受試者實驗參與同意書 44
附錄C 合作品質問卷 45
附錄D 學習成效前後測測驗卷 47

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指導教授

劉晨鐘(Chen-Chung Liu)

審核日期

2018-8-22

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