基于眼动的刺激回忆法对认知分层的影响研究  

Research on Effects of Stimulated Recall on Learners' Cognitive Hierarchy Based on Eye-track Signals

作　　者：翟雪松[1] 董艳[2] 胡秋萍[3] 吴笑 

机构地区：[1]安徽建筑大学智能建筑实验室,安徽合肥230022 [2]北京师范大学教育技术学院,北京100875 [3]北京教育学院朝阳分院基础教育研究中心,北京100026 [4]安徽建筑大学建筑与规划学院,安徽合肥230022

出　　处：《电化教育研究》2017年第12期51-57,72,共8页E-education Research

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)

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。Many studies have shown that using Stimulated Recall in classroom can significantly improve learners＇ learning performance and interactive cognitive ability. However, few studies have explored the application method of Stimulated Recall in relatively static online autonomous learning mode.This study takes eye tracking data（fixation point, fixation duration, scan path） as stimulus sources to stimulate the cognitive hierarchy of online learners. 64 undergraduate students majoring in Landscape Architecture participate in 12-week online independent experiment（32 in experimental group, 32 in control group）. The results indicate that students in experimental group have significant improvement in their cognitive hierarchy level, while there is no significant difference in the control group. This study theoretically expands the connotation of Stimulated Recall in online autonomous learning environment.Practically, the study provides new ideas for future online learners in terms of their cognition and reflection, and provides a basis for teachers to recognize learners＇ emotional and cognitive status as well.

关 键 词：刺激回忆 认知分层 眼球随动技术 生物反馈 在线自主学习 

分 类 号：G434[文化科学—教育学]