以臉部微表情分析技術與眼球追蹤技術探討認知衝突實驗之成效

本研究主要以臉部微表情分析技術與眼球追蹤技術探討認知衝突實驗之成效，研究內容包含三個主要研究目的，分別為(1)探討雙錐體上坡實驗是否具備認知衝突的教學效果，教學過程中有無概念改變的可能性。(2)探討雙錐體上坡實驗在使用OEVC組(無預測)、POEVC兩種教學設計在概念成就上有無差異。(3)探討使用雙錐體上坡實驗在臉部微表情變化與眼球追蹤紀錄之關聯性。本研究主要利用科學概念問卷檢測大學生對於雙錐體上坡實驗的科學概念是否正確，研究設計包含雙錐體上坡認知衝突實驗與融入POEVC的教學設計，教材設計包含視覺化表徵的教學影片與文字表徵的文字投影片，並討論過程中受試者對於預測步驟的成效差異。施測過程中利用臉部微表情分析技術與眼球追蹤系統來收集學習歷程的生理資訊，用來分析認知衝突實驗對於受試者的影響，並討論表情變化與眼球生理訊號的關聯性，藉由學習歷程與學習成效來討論認知衝突實驗的設計建議與學習效果分析。分析受試者科學概念問卷表現來了解先備知識的差異與教學後的成效，概念問卷的試題類型主要以是非問答題、單一選擇題、非選題、生活情境題等題型來評估是否具有迷思概念與精力教學的結果是否達到概念改變的條件，雙錐體上坡的科學概念選擇則以高中範圍的力學為主，主要有轉動與力矩等科學概念。本研究的結果發現： (1)由前測成績在理組與文組間無顯著差異，後測成績理組與文組達顯著，t(18.929)=3.688，(p=0.002)，關鍵概念在兩組的後測結果也達顯著，t(31)=1.773，(p=0.002)，可知科學概念對不同組別受試者的理解難易程度會表現在運用認知衝突實驗的教學成效。 (2)由前後測中的生活情境題結果可知，文組學生在後測的生活情境題中成績與理組比較結果具有顯著性t(31)=-.992，(p=0.042)，可知使用認知衝突情境的實驗在融入教學設計對於關鍵概念的學習是具有成效的。 (3)由實驗影片與關鍵概念教學的各興趣區間數值比較發現，除純滾動文字教學的空白區域外，由各項本研究的眼動指標數值發現，文組受試者的眼動指標數值皆大於理組，可知認知衝突實驗與文字教學設計在眼動指標上與不同類組的受試者有關。文組在前後測成績進步較佳，但與理組的進步成績無顯著性。 (4)認知衝突實驗設計與先備知識有關，例如文組與理組對純滾動概念在高中課程的差異造成具有的先備知識不同，因此在文字教學中的凝視頻率具有顯著差異，t(31)=-1.015，(p=0.01)。 (5)認知衝突實驗影片的播放速度對於不同實驗具有不同的成效，由臉部表情變化指標可知不同受試者會產生微表情變化的區間分布在不同的播放速度區間。不同區間的臉部微表情變化與眼動指標數值具有差異，但未達顯著性。

關鍵字

臉部微表情；眼球追蹤技術；先備知識；概念改變；認知衝突

並列摘要

The main purpose of the study is to investigate the effectiveness of cognitive conflict experiments by applying subtle facial expression analysis and eye tracking techniques. There are mainly three objectives in the study: (1) Discuss whether the anti-gravity double-cone experiment has achieved the teaching effect of cognitive conflicts and the possibility of concept changes during the teaching. (2) Examine if there are differences in students' conceptual understanding after using OEVC (no predicted step) and POEVC these two instructional designs in anti-gravity double-cone experiment. (3) Explore the connection between facial micro-expression and eye tracking records in anti-gravity double cone experiment. This study principally uses scientific questionnaires to examine whether undergraduates’ scientific concepts in anti-gravity double-cone experiment are correct. The research designs include cognitive conflict situations in anti-gravity double cone experiment and instructional design that incorporates POEVC pedagogy. The teaching materials comprise instructional video with visual representations and slides with writing representations. Also, differences in subjects' achievements on the predicted steps will be discussed. During the testing, facial micro-expression analysis and eye tracking system are applied to collect physical information of subjects' learning process, which is used to analyze the influence of the experiment and discuss the connection between changes in facial expression and eye tracking signals. By discussing the learning progress and achievements, we make suggestions to the design of cognitive conflict experiment and analyze subjects' learning outcomes. In addition, the research analyzed subjects' performance in scientific questionnaires to realize the difference in prior knowledge and teaching outcomes. The types of questions in concept questionnaires consist mainly of true or false questions, multiple choice questions, essay questions and situational questions to evaluate whether subjects' having mythical concepts and outcomes of vigorous teaching match the condition of concept changes. On the other hand, the choice of scientific concepts in anti-gravity double-cone experiment chiefly covers the scope of machanics at senior high school level, with scientific concepts such as rotary motion and moment of force. The study results are as follows: (1)The pre-training questionnaire results do not vary much for the students of science major and literature major. The post-training questionnaire results for both majors reflect only slight difference, t (31) =1.773, (p=0.002), showing that the difficulty of understanding scientific concepts for either majors demonstrate the instructional effectiveness of cognitive conflicts experiment. (2)From the results of situational-type questions, the literature students has more outstanding results in the post-training questionnaire when compared to the science students, t (31) = -.992, (p=0.042). This shows the effectiveness of incorporating experiment with cognitive conflict situations into instructional designs. (3)By comparing indicators on different levels of interest from the instructional videos and key concepts learning, but omitting the text instructional presentation on the pure rolling principle, the eye tracking indicators in this study found that literature students score higher indicators than science students. This shows that cognitive conflict experiment and text instructional design are highly correlated with eye tracking indicators and different groups of subjects. The literature majors show higher improvement in the questionnaire results taken post-training, but the improvement difference is not significant compared to that of the science majors. (4)The design of cognitive conflict experiment is relevant to students' prior knowledge. For example, for both science and literature students, their prior understanding of the pure rolling concept depends on the level of their high school courses. Therefore, the gaze frequency during the text instructional presentations have higher distinctions, t (31) = -1.015, (p=0.01). (5)The playing speed of the cognitive conflict experiment video achieves different results in different experiments. The indicator for facial expression changes shows that the interval in which the subjects’ facial micro-expression changes is correlated to the different intervals of video playing speed. The value index level of facial micro-expressions and eye movement in different intervals portray a difference, but with low significance.