博碩士論文 107524010 詳細資訊




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姓名 王楠鈞(Nan-Chun Wang)  查詢紙本館藏   畢業系所 網路學習科技研究所
論文名稱 注意力指引工具於合作電腦模擬問題解決之影響
(The Effect of Attention Guiding Tool on Problem Solving of Collaborative Computer Simulations)
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摘要(中) 線上非面對面的合作過程中,學生往往難以確切感知組員提供之信息,知道組員關注資訊之處,導致合作缺乏組織與協調,也常存在搭便車的現象,難有高質量的對話。因此本研究蒐集 128 名18至25歲受試者兩兩一組,以2*2雙因子變異數分析,瞭解學生在同步與分工模式下有無注意力指引工具是如何透過電腦模擬合作問題解決科學問題,研究者以眼動追蹤分析學生活動過程中的軌跡,瞭解其注意力分佈與學習歷程,以對話分析瞭解學生間的互動程度,並以合作品質問卷瞭解學生的合作感知。後欲瞭解小組合作對個人的影響,以階層線性模型分析小組層次與個人層次變數關聯,以皮爾森積差相關分析清楚小組層次變數之關聯,探討提供注意力指引工具於不同合作模式下,小組合作如何影響學生個人的學習及感知。結果發現兩種合作模式裡,學生的凝視時間及次數、合作時的協調感受與互動對話的程度有著不同的影響,而提供注意力指引工具後也會影響學生的注意力凝視,但在學習表現與互動對話卻有不一樣的影響,我們也發現互動對話與個人注意力凝視及合作感知息息相關,提供注意力指引工具學生越是頻繁交換資訊,揭露彼此的注意力,及方便學生澄清現象,然而在同步與分工模式裡提供卻有不同影響,在同步模式卻容易忽略某些重要資訊,而在分工模式卻能改善複雜的合作模式,幫助學生發現重要資訊,結果顯示注意力指引工具應用於不同合作模式的過程需審慎使用。
摘要(英) During non-face-to-face online collaboration, it’s hard to be conscious of the information shared within students. They don’t know where their partners are looking at. Thus, free-riding often occurs, and that leads to the deficiency of organization, coordination and high-quality conversation. Therefore, we collected 128 participants between 18 to 25 in groups of two in this study. We used two-way ANOVA with sychronnous control mode (SC) and distributed control mode (DC) data, whether provided attention guiding tool (AGT) or not, to understand how students collaborative deal with the scientific problem by computer simulation. We used eye-tracking to analyze the student’s eye movement to understand their attention distribution and learning behavior. Also, we quantified the discourse to find out their engagement and used questionnaire to collect their feelings. Furthermore, we revealed the relationship between group and student by Hierarchical Linear Modeling to realize how collaboration affects students. In addition, we used Pearson Correlation Coefficient to understand the relationship between group variables. The results show that students′ gaze duration, gaze frequency, feelings and discourse have different effects. Otherwise, providing AGT will also affect the students′ gaze fixation. However, there are different effects in their performance and discourse when AGT is providing. We find that discourse is closely related to personal gaze fixation and feelings. Students exchange information more frequently, expose each other’s attention and clarify the phenomenon easier during activity after we provide AGT. Nevertheless, providing AGT in SC mode and DC mode has different effects. It’s easy to neglect some important information in the SM, while it can ameliorate the complicated collaboration to help students find important information in DM. To sum up, AGT needs to be used with caution.
關鍵字(中) ★ 電腦模擬
★ 合作問題解決
★ 眼動分析
★ 注意力指引
★ 群體感知
關鍵字(英) ★ computer simulation
★ collaborative problem solving
★ eye-tracking
★ attention guiding
★ group awareness
論文目次 摘要 I
Abstract II
致謝 III
目錄 V
圖目錄 VIII
表目錄 X
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 3
1.3 名詞解釋 4
1.3.1 眼動追蹤(Eye-tracking) 4
1.3.2 興趣區域(Area of Interest;AOI) 4
1.3.3 凝視(Fixation) 4
1.3.4 電腦模擬(Computer Simulation) 4
1.3.5 群體感知(Group Awareness) 4
1.3.6 注意力指引工具(Attention Guiding Tool;AGT) 5
1.4 研究範圍與限制 5
1.5 論文架構 5
第二章 文獻探討 6
2.1 電腦模擬 6
2.2 眼動追蹤 7
2.3 注意力指引工具 8
第三章 系統介紹 9
3.1 系統架構與設計理念 9
3.2 系統設計 11
3.2.1 模擬說明 11
3.2.2 科學學習活動系統說明 12
3.2.3 系統注意力指引工具說明 18
3.3 合作模式與注意力指引機制 19
第四章 研究方法 22
4.1 研究流程 22
4.2 實驗設計 24
4.2.1 實驗說明 24
4.2.2 填寫實驗同意書 25
4.2.3 前測試題測驗 25
4.2.4 實驗指導語 25
4.2.5 觀看系統教學影片 25
4.2.6 詳述教學影片重點 25
4.2.7 進行眼動校正 25
4.2.8 科學學習活動 26
4.2.9 後測試題測驗 26
4.2.10 合作品質問卷 26
4.2.11 訪談 26
4.2.12 填寫受試者資料 26
4.2.13 給予受試者費用 26
4.3 研究對象 27
4.4 研究工具 28
4.4.1 CoSci平台 28
4.4.2 前後測紙筆測驗 28
4.4.3 系統操作Log檔 28
4.4.4 眼動追蹤儀 29
4.4.5 眼動蒐集軟體 31
4.4.6 MATLAB 35
4.4.7 合作品質問卷 38
4.5 資料蒐集與分析 39
4.5.1 個人眼動資料 40
4.5.2 合作感知 41
4.5.3 學習成效 41
4.5.4 ICAP互動對話分析 42
4.5.5共同注意力指標 44
第五章 研究結果與討論 45
5.1 個人層次資料分析結果 45
5.1.1 個人眼動 45
5.1.2 合作感知 49
5.1.3 學習成效 50
5.2 小組層次資料分析結果 57
5.2.1 ICAP互動對話分析結果 57
5.2.2共同注意力指標 62
5.3 階層線性模型小組層次與個人層次之關聯 67
5.3.1 ICAP互動對話與個人眼動指標之關聯 67
5.2.3 ICAP互動對話與合作感知之關聯 76
5.3.3 ICAP互動對話與進步分數之關聯 82
5.3.4 共同注意力指標與合作感知之關聯 83
5.3.5 共同注意力指標與進步分數之關聯 85
5.4 小組層次共同注意力指標與ICAP互動對話之關聯 87
第六章 結論與建議 92
6.1 結論 92
6.2 未來發展與建議 99
參考文獻 100
附錄A 科學學習活動教材 107
附錄B 受試者實驗參與同意書 108
附錄C 合作品質問卷 109
附錄D 學習成效前後測測驗卷 110
附錄E 學生互動對話類型範例 111
附錄F 階層線性模型無顯著之變數摘要表 114
F-1 ICAP互動對話與個人眼動指標之關聯 114
同步模式 114
分工模式 123
F-2 ICAP互動對話與進步分數之關聯 132
同步模式 132
分工模式 134
F-3 ICAP互動對話與合作感知之關聯 137
同步模式 137
分工模式 147
F-4 共同注意力指標與合作感知之關聯 156
同步模式 156
分工模式 165
F-5 共同注意力指標與進步分數之關聯 176
同步模式 176
分工模式 178
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指導教授 劉晨鐘(Chen-Chung Liu) 審核日期 2020-7-30
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