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;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.
