電腦科學模擬中的注意力指引機制與合作模式對於之合作學習的效應分析：多重證據的交互驗證;The Effect of Attention Indicator and Collaboration Model on Collaborative Learning with Science Simulations: the Triangulation of Multiple Evidences

NCUIR > Research Center > Research Center for Science and Technology for Learning > Research Project > Item 987654321/84749

Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/84749

Title:	電腦科學模擬中的注意力指引機制與合作模式對於之合作學習的效應分析：多重證據的交互驗證;The Effect of Attention Indicator and Collaboration Model on Collaborative Learning with Science Simulations: the Triangulation of Multiple Evidences
Authors:	劉晨鐘
Contributors:	學習科技研究中心
Keywords:	電腦模擬;合作學習;眼動分析;注意力;computer simulation;collaborative learning;eye-tracking;attention
Date:	2020-12-08
Issue Date:	2020-12-09 10:50:38 (UTC+8)
Publisher:	科技部
Abstract:	最近網路技術的發展使得科學模擬能夠支援合作學習，這種合作式模擬允許多位學生同步在同一個電腦模擬中操控模擬。然而，文獻上關於合作模擬對於合作學習的影響出現了分歧的現象，有些指出合作模擬有正向效果，包括成績進步與投入提升，有些則發現有負面的影響，指出合作模擬干擾個人的學習程序。這樣的分歧顯示有必要更進一步釐清在不同的合作模式使用合作模擬更細部的認知與溝通過程，以了解這樣的新科技在學習上的賦使性(affordance)與限制(limitation)。因為共同注意力與許多合作學習概念如共同認知(shared cognition)與築底(grounding)有些類似的概念，近年許多研究著手使用對偶眼動分析技術(dual eye-tracking technique)探討合作學習中的共同注意力以揭露兩人共同學習的證據。因此，本計畫擬(1)結合對偶眼動分析技術釐清合作模擬在合作學習上的賦使性與限制，(2)並探討在網路合作學習中，注意力指引對於合作模擬效果的影響。本計劃擬在合作模擬中開發滑鼠注意力指引系統，透過注意力指引系統強化合作、溝通、與協調，達到合作學習的目標。總體來說，本計畫期能釐清網路合作情境下合作模擬設計之兩大重要因素，亦即合作模式以及注意力指引機制對學生參與合作學習的影響。本計畫將從多重的資料來分析合作模式以及注意力指引機制的影響，包括(1)個人注意力指標、(2)小組共同注意力指標、(3)小組對話品質、(4)學生個人合作品質感知、與(5)學生個人學習前後測。希望透過此計畫能夠釐清一些教學與模擬設計準則，指引教師及研究者有效的使用與設計電腦模擬。 ;Recent development of science simulations has made it feasible to support advanced collaborative features in a single simulation. Collaborative simulations which allows multiple students to jointly and synchronously operate a science phenomenon have been applied to support collaborative science modeling activity and collaborative problem solving activity. However, recent research regarding the effect of the collaborative simulations yields divergent findings. While some studies indicated positive effect including the improvement of learning and engagement, some studies indicated that the simulations may interfere with individual learning. The conflicting findings call for further research looking into the detail cognitive and communication progress of the collaborative learning to uncover the affordance and limitations of the collaborative simulation. Recently, researchers noticed the shared concepts between joint attention and grounding and shared cognition, and thus more and more studies applied dual eye-tracking techniques to analyzed joint attention in collaborative learning. Therefore, this project aims to (1) uncover the learning process of collaborative learning using collaborative simulations through the dual eye-tracking techniques and attempt to (2) design an attention indicator mechanism to facilitate the communication and coordination in an online collaborative learning setting. The project will clarify two main factors of the use of the collaborative simulations, i. e. the collaboration model (the protocol of how students work together) and the attention indicator, may influence the effect of the collaborative simulations. Multiple sources of evidences will be collected and analyzed including individual visual attention, joint visual attention, discourse data, perception of the collaboration, and the pre- and post-test of the learning achievement. It is hoped through the analysis of the evidences from multiple sources this study can clarify the design and pedagogical principle to better use and design the collaborative simulations in supporting collaborative science learning.aborative science learning.
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:	[Research Center for Science and Technology for Learning] Research Project

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