| dc.description.abstract | This study aims to explore the differences in problem-solving strategies between gifted and average students using eye-tracking and electroencephalography (EEG) techniques. The research focuses on comparing the behavioral and psychological responses of gifted and average students when facing different types of problems. Despite the unique cognitive abilities and learning performances of gifted students, understanding of their problem-solving strategies is still relatively limited. Therefore, through analysis of eye-tracking data and brainwave activity, this study reveals significant differences in cognitive processes and problem-solving strategies between the two groups of students.
The study employed eye-tracking technology and simultaneous EEG measurement techniques to record eye-gazing behavior and brain neural activity during the problem-solving process. Participants included a group of gifted students and a corresponding group of average students, both of whom undertook the same tasks, with simultaneous measurement of eye movement and brainwaves. The results show that gifted students are more inclined to build and use mental models and effectively integrate textual and pictorial information. In contrast, average students focused more on the surface features of the problems, relying heavily on direct correspondences between the questions and answers. Moreover, in terms of accuracy, gifted students generally outperformed average students, especially in problems that included pictorial information.
EEG analysis further revealed that gifted students exhibited higher brainwave energy changes in the θ, α, and β frequency bands during problem-solving, particularly when processing pictorial information. These brainwave characteristics suggest a higher cognitive load and attention level in gifted students during the construction of mental models and information integration processes.
The findings of this study are significant for understanding students′ cognitive processes and improving teaching methods, especially in designing instructional strategies suitable for students with different learning abilities. These results have important implications for educational practice and individualized teaching, enabling educators to more effectively identify and cultivate students′ problem-solving abilities, fostering optimal development in students. | en_US |