不同技能水平学生图形识别能力与策略差异的眼动研究

Eye movement research on ability and strategy during graph recognition of different skilled students

针对图形识别能力与策略问题,采用2(技能水平:高技能水平、低技能水平)×3(图形类型:工件图、一般图、实物图)双因素混合实验设计的方法,进行眼动研究,得出在与专业相关的工件图和实物图上,高技能水平学生的图形识别能力显著高于低技能水平学生;在一般图上,二者差异不显著。识记阶段,在首次注视时间上图形类型的主效应显著,表明学生在图形编码过程中,能根据图形类型启动不同的编码策略,更好地分配注意资源。再认阶段,在总注视时间、注视时间占比、首次注视时间、注视点个数上技能水平的主效应显著,在总注视时间、注视时间占比、注视点个数上图形类型的主效应显著,表明高技能水平学生识图策略优于低技能水平学生,其信息提取能力更强。

To research the abilities and strategies on graph recognition of different skilled students, by 2 （skill level ： high, low） × 3 （graphic type ： workpiece graphics, general graphics, object graphics） mixed design, an eye movement study is carried out. The results show that the ability on graphics recognition of the students with high skill level is significantly higher than the one of students with low skill level for workpiece graphics and object graphics, which are related to the major of subjects, and that the difference on general graphics is non-significant. In the memorization stage, the main effect of graphic type on IA first fixation duration is significant. That indicated students adopt different recognition-strategies to allocate their attention better according to graphics type during the graphic coding. In the recognition stage, there are significant differences between students of two levels on IA dwell time, IA dwell time %, IA first fixation duration and IA fixation count ; the main effects of graphic type on IA dwell time, IA dwell time % and IA fixation count are significant, which indicated that students with high skill levels have better strategies on graphics recognition, higher ability of information extraction.