Using eye-tracking to investigate the different 3D representation on students' mental model construction

Sheng Chang Chen, Hsiao Ching She, Mi Shan Hsiao

Research output: Chapter in Book/Report/Conference proceedingConference contribution

1 Citation (Scopus)

Abstract

To alleviate these difficulties of students learning atomic orbital concepts, this study developed different 3D animations to foster students to generate better learning performance and their sophisticated mental models. The study also explored students' eye movement behaviors. All 60 high school students received the pre- and post-test of atomic orbital concept test and mental model test before and immediately after learning from either static or dynamic 3D animations. The results indicated that the performances of students' mental models are influenced by different 3D animations mode. With respect to eye movements, students who received dynamic 3D animations allocated greater number of fixation, number of saccade, and longer total inspection time as well as saccade distance than those who received static 3D animations. These findings have implications for how to develop well-designed instruction to foster students' learning performance and for the relationship between eye movement behaviors with learning performance.

Original languageEnglish
Title of host publicationProceedings - IEEE 15th International Conference on Advanced Learning Technologies
Subtitle of host publicationAdvanced Technologies for Supporting Open Access to Formal and Informal Learning, ICALT 2015
EditorsNian-Shing Chen, Tzu-Chien Liu, Kinshuk, Ronghuai Huang, Gwo-Jen Hwang, Demetrios G. Sampson, Chin-Chung Tsai
PublisherInstitute of Electrical and Electronics Engineers Inc.
Pages388-390
Number of pages3
ISBN (Electronic)9781467373333
DOIs
Publication statusPublished - 2015 Sep 14
Event15th IEEE International Conference on Advanced Learning Technologies, ICALT 2015 - Hualien, Taiwan
Duration: 2015 Jul 62015 Jul 9

Other

Other15th IEEE International Conference on Advanced Learning Technologies, ICALT 2015
CountryTaiwan
CityHualien
Period15-07-0615-07-09

Fingerprint

Eye movements
learning performance
Animation
Students
student movement
Learning
Eye Movements
student
Saccades
learning
Intelligence Tests
instruction
Inspection
school
performance

All Science Journal Classification (ASJC) codes

  • Computer Science Applications
  • Experimental and Cognitive Psychology
  • Computer Networks and Communications
  • Human-Computer Interaction
  • Education

Cite this

Chen, S. C., She, H. C., & Hsiao, M. S. (2015). Using eye-tracking to investigate the different 3D representation on students' mental model construction. In N-S. Chen, T-C. Liu, Kinshuk, R. Huang, G-J. Hwang, D. G. Sampson, & C-C. Tsai (Eds.), Proceedings - IEEE 15th International Conference on Advanced Learning Technologies: Advanced Technologies for Supporting Open Access to Formal and Informal Learning, ICALT 2015 (pp. 388-390). [7265357] Institute of Electrical and Electronics Engineers Inc.. https://doi.org/10.1109/ICALT.2015.150
Chen, Sheng Chang ; She, Hsiao Ching ; Hsiao, Mi Shan. / Using eye-tracking to investigate the different 3D representation on students' mental model construction. Proceedings - IEEE 15th International Conference on Advanced Learning Technologies: Advanced Technologies for Supporting Open Access to Formal and Informal Learning, ICALT 2015. editor / 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. pp. 388-390
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abstract = "To alleviate these difficulties of students learning atomic orbital concepts, this study developed different 3D animations to foster students to generate better learning performance and their sophisticated mental models. The study also explored students' eye movement behaviors. All 60 high school students received the pre- and post-test of atomic orbital concept test and mental model test before and immediately after learning from either static or dynamic 3D animations. The results indicated that the performances of students' mental models are influenced by different 3D animations mode. With respect to eye movements, students who received dynamic 3D animations allocated greater number of fixation, number of saccade, and longer total inspection time as well as saccade distance than those who received static 3D animations. These findings have implications for how to develop well-designed instruction to foster students' learning performance and for the relationship between eye movement behaviors with learning performance.",
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Chen, SC, She, HC & Hsiao, MS 2015, Using eye-tracking to investigate the different 3D representation on students' mental model construction. in N-S Chen, T-C Liu, Kinshuk, R Huang, G-J Hwang, DG Sampson & C-C Tsai (eds), Proceedings - IEEE 15th International Conference on Advanced Learning Technologies: Advanced Technologies for Supporting Open Access to Formal and Informal Learning, ICALT 2015., 7265357, Institute of Electrical and Electronics Engineers Inc., pp. 388-390, 15th IEEE International Conference on Advanced Learning Technologies, ICALT 2015, Hualien, Taiwan, 15-07-06. https://doi.org/10.1109/ICALT.2015.150

Using eye-tracking to investigate the different 3D representation on students' mental model construction. / Chen, Sheng Chang; She, Hsiao Ching; Hsiao, Mi Shan.

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. 388-390 7265357.

Research output: Chapter in Book/Report/Conference proceedingConference contribution

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AU - Chen, Sheng Chang

AU - She, Hsiao Ching

AU - Hsiao, Mi Shan

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N2 - To alleviate these difficulties of students learning atomic orbital concepts, this study developed different 3D animations to foster students to generate better learning performance and their sophisticated mental models. The study also explored students' eye movement behaviors. All 60 high school students received the pre- and post-test of atomic orbital concept test and mental model test before and immediately after learning from either static or dynamic 3D animations. The results indicated that the performances of students' mental models are influenced by different 3D animations mode. With respect to eye movements, students who received dynamic 3D animations allocated greater number of fixation, number of saccade, and longer total inspection time as well as saccade distance than those who received static 3D animations. These findings have implications for how to develop well-designed instruction to foster students' learning performance and for the relationship between eye movement behaviors with learning performance.

AB - To alleviate these difficulties of students learning atomic orbital concepts, this study developed different 3D animations to foster students to generate better learning performance and their sophisticated mental models. The study also explored students' eye movement behaviors. All 60 high school students received the pre- and post-test of atomic orbital concept test and mental model test before and immediately after learning from either static or dynamic 3D animations. The results indicated that the performances of students' mental models are influenced by different 3D animations mode. With respect to eye movements, students who received dynamic 3D animations allocated greater number of fixation, number of saccade, and longer total inspection time as well as saccade distance than those who received static 3D animations. These findings have implications for how to develop well-designed instruction to foster students' learning performance and for the relationship between eye movement behaviors with learning performance.

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Chen SC, She HC, Hsiao MS. Using eye-tracking to investigate the different 3D representation on students' mental model construction. In Chen N-S, Liu T-C, Kinshuk, Huang R, Hwang G-J, Sampson DG, Tsai C-C, editors, Proceedings - IEEE 15th International Conference on Advanced Learning Technologies: Advanced Technologies for Supporting Open Access to Formal and Informal Learning, ICALT 2015. Institute of Electrical and Electronics Engineers Inc. 2015. p. 388-390. 7265357 https://doi.org/10.1109/ICALT.2015.150