眼动
心理学
认知
眼球运动
理解力
考试(生物学)
对比度(视觉)
情感(语言学)
钥匙(锁)
认知心理学
跟踪(教育)
数学教育
计算机科学
教育学
沟通
人工智能
古生物学
计算机安全
神经科学
生物
程序设计语言
作者
Héctor Ponce,Richard E. Mayer
标识
DOI:10.1016/j.chb.2014.09.010
摘要
This study uses eye tracking technology to examine how study aids such as highlighting and graphic organizers affect cognitive processing during learning. Participants were 130 college students randomly assigned to one of five experimental conditions. In the control group, students read a plain text; in two behaviorally passive conditions, students read a text with key words colored in red or read the same text along with a filled-in graphic organizer; and in two behaviorally active conditions, students either highlighted key words in a text or filled in an empty graphic organizer. Students took tests of rote memory (cloze test) and comprehension (summary test). Asking students to fill in a graphic organizer or providing a filled-in graphic organizer resulted in improvements in performance on both tests, whereas asking students to highlight the text or providing highlighted text improved performance only in the rote memory test compared to students who did not receive any study aids. Eye tracking measures showed that highlighting (in both conditions) primed the cognitive process of selecting: students spent more time fixating on those words colored in red compared with the control condition. In contrast, eye tracking measures showed that graphic organizers (in both conditions) primed the cognitive processes of selecting, organizing and integrating since the inclusion of an organizer substantially affected both where their eyes fixated and moved (i.e. transitions) within the text.
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