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姓名 王天誠(Tien-Cheng Wang) 查詢紙本館藏 畢業系所 網路學習科技研究所 論文名稱 探討智慧回饋如何影響學習時眼動和觸控 操作的表現-以 Covid-19 快篩模擬為例
(An investigation of a touch-based eye-tracking system with smart feedback and its influences on learning - Simulation of Covid-19 rapid test system)相關論文 檔案 [Endnote RIS 格式]
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摘要(中) 探討在使用觸控式模擬系統時眼睛與手部行為的互動關係是非常必要的。為了提 高有關 Covid-19 快篩程序知識的掌握，本研究調查了一個具有智慧回饋(smart feedback)機制和眼動追蹤技術的觸控式 Covid-19 快篩模擬系統對學習者表現的影響。
本研究根據科技接受模型以及早期在教育環境中對基於模擬訓練和眼動追蹤的研 究，設計了一個涉及 60 名大學生的實驗。參與者被隨機分配到兩組，實驗組使用帶有 智慧回饋機制(包含文字和聲音，並提供詳細解釋)的 Covid-19 快篩模擬系統，而控制 組使用僅具有基礎回饋(只有文字，僅顯示正確或錯誤)的模擬系統。
我們收集了學習者的眼動數據、操作數據及表現指標，並利用獨立樣本 t 檢定、 皮爾森相關分析、多元迴歸以及序列分析等統計方法進行數據分析。
結果顯示，實驗組的學習者在學習效果上顯著優於控制組，並對 Covid-19 模擬系 統的實用性和易用性表示了正面評價。眼動追蹤技術與觸控操作的結合提升了使用者 的互動直觀性，並減少了操作過程中的分心情況。而基於學習者行為的智慧回饋，則 增強了他們的自我反思與理解。
這些發現為理解不同的回饋機制如何影響 Covid-19 模擬系統中學習者的行為和表 現提供了寶貴的洞察。智慧回饋機制透過引導學習者的注意力並提供即時、詳細的回 饋，有助於學習者更有效、準確地進行決策。摘要(英) Understanding eye movement with touching and listening while learning and practicing with a simulation system is necessary. This study examines the effects of the touch-based simulation system (TBSS) with smart feedback (SF) mechanisms on the learners′ eye movements, and learning behaviors and its impact on learners′ performance and engagement within procedural knowledge related to Covid-19 rapid testing.
It involved an experiment with sixty graduate students divided into experimental and control groups, where the experimental group used TBSS-SF for learning and performing tasks, and the control group used the TBSS with basic feedback (BF). The study evaluated the acceptance and learning behaviors of the participant towards TBSS, considering factors like usefulness, ease of use, mobility, accessibility, satisfaction, and intention to use.
The research framework comprised various components, including independent variables such as the type of feedback mechanism utilized, control variables like consistent learning material, and dependent variables encompassing learning behavior and achievement metrics. Data on learners′ eye movements, learning behaviors, and performance measures were collected and analyzed using statistical methods such as ANCOVA, independent sample t-tests, Pearson correlation, and lag sequential analysis.
The research found that smart feedback improved learning outcomes. Learners in the EG, which used the simulation system with smart feedback, demonstrated higher performance than CG. This suggests smart feedback can effectively guide learning, enhance comprehension, and improve performance. The study also indicates that smart feedback can lead to more efficient task completion.
The participants expressed positive attitudes regarding the usefulness and ease of use of the Covid-19 simulation system. They found the system to be beneficial in their learning process and reported a high level of satisfaction with its functionality. These findings provide valuable insights into how different feedback mechanisms can influence user behavior and performance in the Covid-19 simulation system. The smart feedback mechanism seems to facilitate a more efficient and accurate decision-making process by guiding the user′s attention and providing immediate, detailed feedback.關鍵字(中) ★ 眼動追蹤
★ 觸控式學習
★ 智慧回饋
★ 手眼協調關鍵字(英) ★ Eye-tracking
★ Touch-based learning
★ Smart feedback mechanism
★ Hand-eye coordination論文目次 List of Contents
中文摘要 .....................................................................................................................................i
Abstract .....................................................................................................................................ii Chapter 1 Introduction ............................................................................................................1 1.1 Research Background and Motivation .........................................................................1
1.2 Theoretical support.......................................................................................................3 1.2.1 Extended cognitive theory of multimedia learning ...........................................3 1.2.2 Human-computer interaction.............................................................................4
1.3 Research Question ........................................................................................................5
Chapter 2 Literature Review...................................................................................................7
2.1 Eye-tracking in learning with simulation system .........................................................7 2.2 Eye-tracking with Touch-based Manipulation for Procedure knowledge....................8 2.3 The Effect of smart feedback for eye-tracking with touch-based learning ..................9
Chapter 3 System Design and Implementation ...................................................................12
3.1 Touch-based Covid-19 Simulation System ................................................................12
3.2 Eye-tracking System...................................................................................................19
Chapter 4 Methodology .........................................................................................................21
4.1 Participants .................................................................................................................21
4.2 Research Framework ..................................................................................................22
4.2.1 Independent Variables .....................................................................................23
4.2.2 Control Variables.............................................................................................23
4.2.3 Dependent Variables........................................................................................23
4.3 Experimental Procedure .............................................................................................24
4.4 The difference between smart feedback and basic feedback......................................25
4.5 Data Analysis Approach.............................................................................................25
Chapter 5 Results analysis and discussion ...........................................................................26
5.1 Learning achievements between two groups..............................................................26 iii
5.2 Comparison of Learning Behaviors between Groups.................................................28 5.3 Relationship between Learning Behaviors and Learning Achievements for EG.......32 5.4 Prediction of the Dependent Variables to total manipulation time ............................35 5.5 Comparison of eye-tracking analysis between two groups ........................................35
5.5.1 Heat map..........................................................................................................36
5.5.2 Lag sequential analysis of gaze plot................................................................40 5.6 Comparison of touch plot between two groups..........................................................43 5.7 The interaction of eye movement and manipulation ..................................................45 5.8 Perception of Learners Toward our Proposed System ...............................................50 5.9 Suggestion and Implication ........................................................................................53
Chapter 6 Conclusion.............................................................................................................55 Reference .................................................................................................................................58 Appendix A: Pretest ...............................................................................................................61 Appendix B: Posttest ..............................................................................................................62 Appendix C: Questionnaire ...................................................................................................63參考文獻 Land, M., Mennie, N., & Rusted, J. (1999). The roles of vision and eye movements in the control of activities of daily living. Perception, 28(11), 1311-1328.
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