基于眼动的刺激回忆法对认知分层的影响研究

发布时间：2018-07-04 20:33

本文选题：刺激回忆 + 认知分层　；参考：《电化教育研究》2017年12期

【摘要】：大量研究证明,在实体课堂中运用刺激回忆法(Stimulated Recall)可以显著提高学习者的学习绩效和交互认知能力。然而,鲜有研究去探索在相对静态的线上自主学习模式下刺激回忆法的应用方法。本研究探索眼球随动数据(注视点fixation position、注视时间fixation duration、浏览路径scan path)作为刺激源,并以此激发在线学习者的认知层次。64名风景园林专业本科生(实验组和对照组各32名),参与了为期12周的线上自主审图实验。结果显示,实验组学生后测的认知分层水平相对于前测有显著的提升,控制组则无显著差异。本研究在理论上扩展了刺激回忆法在线上自主学习环境下的内涵;在实践上为未来线上学习者认知和反思方式提供新的思路,同时为教师提供了识别学习者的情感及认知状态的依据。
[Abstract]:A large number of studies have proved that the application of Stimulated recall (Stimulated recall) in physical classroom can significantly improve learners' learning performance and interactive cognitive ability. However, little research has been done to explore the application of stimulative recall in a relatively static online autonomous learning model. The purpose of this study was to explore fixation position, fixation time fixation duration, browsing path scan path) as stimulus source. In order to stimulate online learners' cognitive level, 64 landscape architecture undergraduates (32 in experimental group and 32 in control group) participated in a 12-week online self-examination experiment. The results showed that the level of cognitive stratification in the experimental group was significantly higher than that in the pre-test group, but there was no significant difference between the control group and the control group. This study theoretically expands the connotation of stimulating recall in the online autonomous learning environment, and provides new ideas for the future online learners' cognition and reflection in practice. At the same time, it provides teachers with the basis for identifying learners' emotion and cognitive state.
【作者单位】：安徽建筑大学智能建筑实验室;北京师范大学教育技术学院;北京教育学院朝阳分院基础教育研究中心;安徽建筑大学建筑与规划学院;
【基金】：2017年安徽省人文社科重大项目“基于生理信号的刺激回忆对文本处理的认知能力影响机理研究”(项目编号:SK2017ZD42) 2017年安徽建筑大学智能建筑实验室重点平台科研项目“建筑环境舒适度对学习者学习绩效影响机理及评价研究”(项目编号:201602-3)
【分类号】：G434

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