基于眼动的刺激回忆法对认知分层的影响研究

Research on Effects of Stimulated Recall on Learners' Cognitive Hierarchy Based on Eye-track Signals

大量研究证明,在实体课堂中运用刺激回忆法(Stimulated Recall)可以显著提高学习者的学习绩效和交互认知能力。然而,鲜有研究去探索在相对静态的线上自主学习模式下刺激回忆法的应用方法。本研究探索眼球随动数据(注视点fixation position、注视时间fixation duration、浏览路径scan path)作为刺激源,并以此激发在线学习者的认知层次。64名风景园林专业本科生(实验组和对照组各32名),参与了为期12周的线上自主审图实验。结果显示,实验组学生后测的认知分层水平相对于前测有显著的提升,控制组则无显著差异。本研究在理论上扩展了刺激回忆法在线上自主学习环境下的内涵;在实践上为未来线上学习者认知和反思方式提供新的思路,同时为教师提供了识别学习者的情感及认知状态的依据。

Many studies have shown that using Stimulated Recall in classroom can significantly improve learners＇ learning performance and interactive cognitive ability. However, few studies have explored the application method of Stimulated Recall in relatively static online autonomous learning mode.This study takes eye tracking data（fixation point, fixation duration, scan path） as stimulus sources to stimulate the cognitive hierarchy of online learners. 64 undergraduate students majoring in Landscape Architecture participate in 12-week online independent experiment（32 in experimental group, 32 in control group）. The results indicate that students in experimental group have significant improvement in their cognitive hierarchy level, while there is no significant difference in the control group. This study theoretically expands the connotation of Stimulated Recall in online autonomous learning environment.Practically, the study provides new ideas for future online learners in terms of their cognition and reflection, and provides a basis for teachers to recognize learners＇ emotional and cognitive status as well.