- 期刊
- OpenAccess
- Ahead-of-Print
以眼球追蹤技術探討數學焦慮與閱讀解題範例歷程之關聯－以微分為例
Exploring the Relationships Between Mathematics Anxiety and the Process of Reading Differentiation Worked Examples: An Eye-tracking Study
摘要
本研究之目的，在於使用眼球追蹤技術來探討學生的數學焦慮與其閱讀微分範例（worked example）歷程之間的關係。本研究以60位曾修過微積分的大學生作為研究對象，在研究的過程中，每位學生先填寫中文版數學焦慮量表（MARS-R）以及完成微分前測試題，接著透過電腦螢幕閱讀微分的解題範例，最後再進行微分後測；在學生閱讀微分範例的過程中，本研究使用Tobii Fusion 250眼動儀全程記錄其眼球凝視的歷程。研究結果發現，在閱讀完微分範例之後，高、低焦慮組學生的學習成效並沒有顯著差異。此外，學生的數學焦慮程度與閱讀微分範例之特定的公式內容和解題過程之總凝視時間、總凝視次數和平均凝視時間具有顯著的相關性。共變異數分析（ANCOVA）的結果則進一步指出，高數學焦慮的學生在閱讀某些微分範例的公式和解題過程時，會展現較長的平均凝視時間，甚者，針對特定的範例內容，參與者的數學焦慮程度和其前測成績有顯著的交互作用，且僅有當參與者的前測成績較低的狀況下，高數學焦慮者閱讀範例的總凝視時間和次數，才會顯著高於低數學焦慮者。
並列摘要
This study aimed to explore the relationships between students' mathematics anxiety and their visual behaviors while reading worked examples of differentiation by using eye-tracking technologies. The participants of this study were 60 undergraduate students who had taken required calculus courses before participating. As for the data collection procedure, the participants first completed the Chinese version of the Mathematics Anxiety Rating Scale-Revised (MARS-R) and a pretest on basic differentiation formulas. Next, they read three worked examples of basic differentiation formulas on a computer monitor, and the Tobii Fusion 250 eye-tracker was used to record their eye movements throughout their reading processes. Afterward, the participants took a post-test to assess their learning outcomes. The results show that after reading the worked examples, the high-mathematics-anxiety and low-mathematics-anxiety groups had no significant difference in the post-test scores. In addition, while reading specific content of the worked examples, the participants' mathematics anxiety was significantly correlated with their visual behaviors when reading the worked examples. Moreover, the results of ANCOVA show that the participants with a higher level of mathematics anxiety were more likely to pay more visual attention to some regions of the worked examples than those with a lower level of mathematics anxiety. However, the extent to which the levels of mathematics anxiety correlate with their visual behaviors while reading the worked examples might vary with their pretest scores. Only when the participants' pretest scores were at the lower level were the total fixation duration and total fixation counts significantly higher for those with higher mathematics anxiety than for those with lower mathematics anxiety.