眼動輔助教學對統計圖閱讀與解題之影響

統計圖素養是適應現今資訊社會所需要的能力，而讀圖理解是重要的學習能力。一般教導閱讀統計圖的方式是以口語解說概念或提供解題的算式，然而口語或算式不易掌握資訊在統計圖上的位置。以專家眼睛注視的位置與軌跡為模板，刪除多餘的眼動資訊設計眼動輔助教學，其效果可能有別於口語解說或解題算式。因此，本研究以統計圖中關係與趨勢的問題為教學的標的，比較眼動輔助教學相較於口語解說或算式示範，對國中七年級學生統計圖閱讀與解題的效果。受試者按統計圖基礎能力測驗的表現分成高能力組和低能力組，測量教學介入前後的統計圖關係題和趨勢題的表現。共變數分析的結果顯示，眼動輔助教學組並未全面優於另外兩種教學法，且教學介入方式與能力並無交互作用。在控制前測正確率之下的學習效益，關係題中口語解說組顯著優於眼動輔助教學組，而趨勢題則口語解說組和眼動輔助教學組都較算式示範組來得好。在控制前測作答時間之下的學習效率，三組教學介入方式不論在關係題或趨勢題都沒有差異，能力僅在關係題達顯著，而且是高能力作答時間較低能力來得長。本研究的眼動輔助教學結果在教學效益與效率上不如預期，文末討論不如預期的可能原因，提出未來可能的研究建議與指出本研究的限制。

關鍵字

口語解說；統計圖；眼動楷模；讀圖理解

並列摘要

Graph literacy is a key competency for living and learning in an information-rich society. Statistical graphs are generally taught using verbal explanations of concepts or formulas for problem solving. However, it is difficult to search for the location of information on statistical graphs and to understand verbal explanations or formulas. An eye-tracking assistive teaching video using the position and trajectory of an expert's eye gaze with the removal of redundant eye movement information may be more effective in teaching graph literacy than verbal explanations or formulas. This study compares the effectiveness of eye-tracking assistive teaching, verbal explanations, and formulas on the statistical graph literacy of seventh-grade students. The subjects were tested on their graph literacy using relational and trend questions. Participants were divided into high-ability and low-ability groups based on their performance on a basic statistical graph ability test and later answered questions on pretests and posttests. An analysis of covariance demonstrated that the eye-tracking assistive teaching group did not perform better overall than the other groups, and that the effects of this group did not interact with ability. In terms of learning effectiveness based on pretest performance, the verbal explanation group performed better than the eye-tracking assistive teaching group in answering relational questions. Both the verbal explanation eye-tracking assistive teaching groups outperformed the formula group in trend questions. In terms of learning efficiency based on pretest answering time, the three groups did not significantly differ in answering relational questions and trend questions. Only ability level significantly affected the answering of relational questions, and the answering time of the high-ability group was longer than the low-ability group. The results were not as good as expected, but we discuss the unexpected results, suggest future research directions, and reveal the limitations of the study.

並列關鍵字

verbal explanation ； statistical graph ； eye movement modeling examples ； graph comprehension

參考文獻

李健恆、楊凱琳（2012）。從統計認知面向與圖表理解角度分析國中數學教科書的統計內容。教科書研究，5（2），31-72。doi:10.6481/JTR.201208.0031

Acartürk, C. (2014). Towards a systematic understanding of graphical cues in communication through statistical graphs. Journal of Visual Languages & Computing, 25, 76-88. doi:10.1016/j.jvlc.2013.11.006

Alemdag, E., & Cagiltay, K. (2018). A systematic review of eye tracking research on multimedia learning. Computers & Education, 125, 413-428. doi:10.1016/j.compedu.2018.06.023

Aoyama, K. (2007). Investigating a hierarchy of students’ interpretations of graphs. International Electronic Journal of Mathematics Education, 2, 298-318. doi:10.29333/iejme/214

Atkinson, R. K., Derry, S. J., Renkl, A., & Wortham, D. (2000). Learning from examples: Instructional principles from the worked examples research. Review of Educational Research, 70, 181-214. doi:10.2307/1170661

國際替代計量

眼動輔助教學對統計圖閱讀與解題之影響

全文下載

主題瀏覽