電腦輔助合作學習提供學生一個分享彼此知識的空間，透過合作的方式分享知識、解決活動中的問題與任務，於科學教學中引入電腦模擬，將複雜抽象的科學概念以視覺化的方式呈現給學生，透過模擬動畫引發學生探索科學的樂趣，藉由此幫助學生了解科學概念。在轉化知識的過程中，資訊大部分都由視覺觀察所獲得，因此透過眼動追蹤，分析學生眼球運動所產生的軌跡，了解學生在合作問題解決時的注意力分佈與學習歷程。而本研究應用電腦模擬輔助學生進行科學學習活動，以眼動儀蒐集學生的眼動資料，藉由眼動追蹤分析學生的學習過程，探討在不同合作式電腦模擬下，學生在合作問題解決時注意力分佈狀況、學習成效與合作品質之差異。研究結果發現，不同操作模擬之方式會造成學生的主觀感受上有差異，認為組員未盡力解決活動問題，且造成學生在注意力分佈上之差異，雖然在學習表現上兩組差異並不大，但經由科學學習活動後，皆對科學概念有提升，而應用眼動追蹤之分析方式，能有效了解學生的學習歷程。最後，本研究依據研究結果與討論提出對未來發展與研究之建議。;Computer-supported collaborative learning provides students a space to share their knowledge and solve their problems. Computer simulations in the teaching of science education can present the complex abstracts scientific concept in a visual way to students, and through the animation, also can arouse students′ pleasure in exploring science and help them understand scientific concepts. In the process of transforming knowledge, most of the information is obtained by visual observation. Therefore, the eye tracking analysis can trace students′ eye movement to understand students′ attention distribution and learning history when they are solving cooperative problems. The purpose of this study is to assist students to learn scientific knowledge through computer simulation in science learning activities, and collect students′ eye movement data, and then use eye-tracking to analyze students′ learning process to discuss the difference between the computer simulations of independent controlling and the computer simulations of synchronous controlling. The analysis of collaborative science learning using dual eye-tracking techniques show us how students learn and their visual attention, learning performances and quality of cooperation during the learning process. The result show that in two different modes of operation simulation, students’ feelings about collaborating with peers in activity are significantly different because they think their partner hasn’t worked hard to solve the problems of activities, and cause the learners’ joint attention is significantly different. Although the learning performances on two modes are not significantly different, their scientific concepts have been improved after the scientific learning activities. In the conclusion of this study, using dual eye-tracking techniques is a useful way to understand students’ behaviors in science learning, and we point out some suggestions on future research.
