| 摘要: | 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。;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. |
