Abstract
This study to explore the eye movement patterns with underlying cognitive process of optic reasoning between science and non-science major students that have different prior knowledge of optical concepts. There are 33 science major and 33 non-science major undergraduate students were involved in this study. The results showed the science major students and non-science major students have improved learning performance, and science major students significantly outperformed than non-science major students in pre-test and post-test. In addition, the eye movement patterns indicated the mean fixation duration and mean regression duration within areas of interest (AOIs) of pictorial and text region were longer in science major students than that in non-science major students. To get the learning performance and eye movement patterns, we suggested that science major students involved deeper cognitive processing and greater attention during the optic reasoning learning content and might be reflected on eye movement patterns.
| Original language | English |
|---|---|
| Title of host publication | Proceedings - IEEE 15th International Conference on Advanced Learning Technologies |
| Subtitle of host publication | Advanced Technologies for Supporting Open Access to Formal and Informal Learning, ICALT 2015 |
| Editors | Nian-Shing Chen, Tzu-Chien Liu, Kinshuk, Ronghuai Huang, Gwo-Jen Hwang, Demetrios G. Sampson, Chin-Chung Tsai |
| Publisher | Institute of Electrical and Electronics Engineers Inc. |
| Pages | 305-306 |
| Number of pages | 2 |
| ISBN (Electronic) | 9781467373333 |
| DOIs | |
| Publication status | Published - 2015 Sep 14 |
| Event | 15th IEEE International Conference on Advanced Learning Technologies, ICALT 2015 - Hualien, Taiwan Duration: 2015 Jul 6 → 2015 Jul 9 |
Other
| Other | 15th IEEE International Conference on Advanced Learning Technologies, ICALT 2015 |
|---|---|
| Country | Taiwan |
| City | Hualien |
| Period | 15-07-06 → 15-07-09 |
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All Science Journal Classification (ASJC) codes
- Computer Science Applications
- Experimental and Cognitive Psychology
- Computer Networks and Communications
- Human-Computer Interaction
- Education
Cite this
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Explore the eye movement regarding the cognitive process of online optic reasoning learning. / Chou, Wen-Chi; Hsiao-Ching, She.
Proceedings - IEEE 15th International Conference on Advanced Learning Technologies: Advanced Technologies for Supporting Open Access to Formal and Informal Learning, ICALT 2015. ed. / Nian-Shing Chen; Tzu-Chien Liu; Kinshuk; Ronghuai Huang; Gwo-Jen Hwang; Demetrios G. Sampson; Chin-Chung Tsai. Institute of Electrical and Electronics Engineers Inc., 2015. p. 305-306 7265334.Research output: Chapter in Book/Report/Conference proceeding › Conference contribution
TY - GEN
T1 - Explore the eye movement regarding the cognitive process of online optic reasoning learning
AU - Chou, Wen-Chi
AU - Hsiao-Ching, She
PY - 2015/9/14
Y1 - 2015/9/14
N2 - This study to explore the eye movement patterns with underlying cognitive process of optic reasoning between science and non-science major students that have different prior knowledge of optical concepts. There are 33 science major and 33 non-science major undergraduate students were involved in this study. The results showed the science major students and non-science major students have improved learning performance, and science major students significantly outperformed than non-science major students in pre-test and post-test. In addition, the eye movement patterns indicated the mean fixation duration and mean regression duration within areas of interest (AOIs) of pictorial and text region were longer in science major students than that in non-science major students. To get the learning performance and eye movement patterns, we suggested that science major students involved deeper cognitive processing and greater attention during the optic reasoning learning content and might be reflected on eye movement patterns.
AB - This study to explore the eye movement patterns with underlying cognitive process of optic reasoning between science and non-science major students that have different prior knowledge of optical concepts. There are 33 science major and 33 non-science major undergraduate students were involved in this study. The results showed the science major students and non-science major students have improved learning performance, and science major students significantly outperformed than non-science major students in pre-test and post-test. In addition, the eye movement patterns indicated the mean fixation duration and mean regression duration within areas of interest (AOIs) of pictorial and text region were longer in science major students than that in non-science major students. To get the learning performance and eye movement patterns, we suggested that science major students involved deeper cognitive processing and greater attention during the optic reasoning learning content and might be reflected on eye movement patterns.
UR - http://www.scopus.com/inward/record.url?scp=84961721304&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84961721304&partnerID=8YFLogxK
U2 - 10.1109/ICALT.2015.115
DO - 10.1109/ICALT.2015.115
M3 - Conference contribution
AN - SCOPUS:84961721304
SP - 305
EP - 306
BT - Proceedings - IEEE 15th International Conference on Advanced Learning Technologies
A2 - Chen, Nian-Shing
A2 - Liu, Tzu-Chien
A2 - Kinshuk, null
A2 - Huang, Ronghuai
A2 - Hwang, Gwo-Jen
A2 - Sampson, Demetrios G.
A2 - Tsai, Chin-Chung
PB - Institute of Electrical and Electronics Engineers Inc.
ER -