利用眼動追蹤與腦電圖探究學生解題策略之差異;Exploring Differences in Problem-Solving Strategies among Students using Eye-Tracking and Electroencephalography

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题名:	利用眼動追蹤與腦電圖探究學生解題策略之差異;Exploring Differences in Problem-Solving Strategies among Students using Eye-Tracking and Electroencephalography
作者:	洪詩亭;Hung, Shih-Ting
贡献者:	電機工程學系
关键词:	眼動追蹤;腦電圖;解題策略;認知負荷;Eye-tracking;EEG;Problem-solving strategy;Cognitive load
日期:	2024-01-05
上传时间:	2024-09-19 17:19:37 (UTC+8)
出版者:	國立中央大學
摘要:	本研究旨在利用眼動追蹤和腦電圖技術探究資優學生和一般學生在解題策略上的差異，比較資優學生與一般學生在面對不同題目型態時的行為和心理反應。儘管資優學生在認知能力和學習表現上具有獨特之處，然而對於他們解題策略的了解仍然相對有限。因此，透過詳細分析眼動追蹤資料和腦電波活動，本研究揭示了資優生與一般學生在認知過程和解題策略上的顯著差異。本研究採用了眼動追蹤技術和腦電圖同步量測技術，以獲取解題過程中的眼睛注視行為和大腦神經活動的記錄。參與者包括一組資優學生和一組與之相對應的一般學生，兩組學生接受了相同的問題解題任務，並在解題過程中進行眼動追蹤和腦電波的同步量測。研究結果顯示資優生在解題策略上更傾向於建立並運用心智模型，並有效整合文字與圖片資訊；相較之下，一般學生則更多地專注於題目的表面特徵，他們的解題策略多依賴於題目與答案之間的直接對應。此外，在答題正確率方面，資優生普遍高於一般學生，尤其是在含圖片題型中更為明顯。腦電圖分析進一步顯示，資優生在解題過程中表現出更高的θ、α 和β 頻段的腦波能量變化，尤其在處理圖片資訊時。這些腦波特徵表明資優生在建構心智模型和訊息整合過程中的認知負荷和專注力較高。本研究的發現對於理解學生的認知歷程和提升教學方法具有重要意義，特別是在設計適合不同學習能力學生的教學策略方面。這些結果對於教育實踐和個別化教學具有重要意義，教育工作者可以更有效地識別並培養學生的解題能力，促進學生們的最佳發展。;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.
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