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    Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/63229


    Title: 以眼動儀進行電腦字典輔助學習之系列研究:基礎理論探討、認知歷程分析、學習策略設計與電腦字典功能研發與驗證;Using Eye Tracking to Study the Computer-Based-Dictionary Assisted Learning: Aseries of Research about Exploring Theory, Analyzing Cognitive Process,Designing Learning Strategy and Dictionary Function
    Authors: 劉子鍵;賴惠玲;宋曜廷
    Contributors: 國立中央大學學習與教學研究所
    Keywords: 科學教育
    Date: 2012-12-01
    Issue Date: 2014-03-17 14:24:00 (UTC+8)
    Publisher: 行政院國家科學委員會
    Abstract: 研究期間:10108~10207;Dictionary is an important tool of assisting reading and vocabulary acquisition. Because of its convenience in accessing the information, the programmed-installed technological-advanced pop-up computer-based dictionary has slowly gained its prevalence by replacing the conventional book dictionary and became the most important assisted-tool in modern world digitalized reading. However, previous results on the effects of dictionary (e.g., pop-up and other types of dictionary) varied greatly and exactly how individual language ability maybe have attribute to the controversial data is still being debated and inclusive. Also, few studies had investigated the cognitive process and cognitive loading during dictionary (includes pop-up dictionary) usage and even fewer studies had aimed to design and develop dictionary functions that promote effective learning strategy based on the empirical data. Therefore, the need to make the pop-up dictionary not only a convenient tool but also an effective tool has a significant immediacy requirement due to its increasing prevalence and broad future application on many digitized reading media. This proposed grant will be based on the cognitive load theory to investigate how college students use various types of dictionaries in assisting their second language (English) readings. Using eye tracking as the tool for measuring the reading process and cognitive loads, we plan to examine how the underlying cognitive process influences learning and to provide potential explanations as to the previous controversial dictionary results. In this three year project, eight experiments were proposed to look at the following issues: How do different types of dictionaries influence students’ cognitive process, cognitive loads, and learning performance? Whether the cognitive process, loads and performance will vary on individuals with different language abilities (high and low) while using various types of dictionary. Will there be an interaction between individual differences and dictionary types and that certain people learn better with a particular type of dictionary? For the high achievement users, what are the good reading behaviors or strategies used that leads to better performance? Based on the empirical data collected from answering the above questions along with the application of the cognitive load theory, we will design and develop dictionary functions that promote certain strategies and learning. Experiments will be run to test and verify the effect these functions and strategies. The results of this proposal have great significance in both theoretical perspectives and empirical advancement as well as have a great contribution in its application value and pedagogical advice provided.
    Relation: 財團法人國家實驗研究院科技政策研究與資訊中心
    Appears in Collections:[學習與教學研究所 ] 研究計畫

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