以眼球追蹤技術分析國小學生數學教科書閱讀與答題之研究

Abstract

近年來重視自主學習能力，學生學習數學的歷程中，除了計算能力，也很重視閱讀與理解數學題目的能力。本研究利用眼球追蹤技術，探討國小學生學習數學教科書時的閱讀與答題歷程。運用Tobii 4C眼球追蹤儀器蒐集國小二年級學生對於數學教科書之閱讀歷程，並紀錄學生練習數學教科書題目的答案結果。將蒐集到的眼動資料依據練習結果進行分組，使用SPSS23軟體進行描述性統計、獨立樣本t檢定等方法分析量化資料，以眼動熱區圖呈現視覺注意力分布情形，並進行視覺注意力分析。本研究結果發現： (一) 學生閱讀數學教科書時，篇幅較短的題目答對率較高；而篇幅較長的題目答錯率較高。 (二)學生在閱讀敘述篇幅長的題目時，答錯組有較大的平均凝視時間；答對組平均凝視時間較小，顯示答對組閱讀後能在時間內理解數學教科書的內容。 (三) 答對組眼動軌跡較廣，眼動熱區圖分布較均勻，眼動凝視次數與凝視時間較顯著；而答錯組眼動凝視次數與時間較短，僅部分區域有短暫瀏覽。 (四) 答對組閱讀時有順序性且有回視現象，在關鍵興趣區域有顯著的視覺注意力，善用閱讀策略；答錯組視覺注意力範圍小且不連貫，在需要花費時間閱讀的直式計算過程與說明區域沒有顯著的閱讀凝視點，較沒有善用數學教科書的指導與輔助功能。

The ability of self-directed learning has been emphasized in recent years. In the course of learning mathematics, calculational ability and the ability to understand the meaning of mathematics questions of students were also attached great emphasis. The purpose of this study aid to use eye tracking technology to explore the reading and answering process of elementary school students when they study mathematics textbooks.The study used the Tobii 4C eye tracker to collect the reading process of the second grader students of elementary school on mathematics textbooks, and to record the students' answers to the mathematics textbooks.After integrated the eye movement data and grouped according to the test result. The study used SPSS 23 software to descript statistics and analyze the quantitative data by independent sample t-test. The study also used the eye movement heat map to present the visual attention distribution of different groups of students when they read mathematics textbooks, and perform visual attention analysis. The results show that: (1) The correct rate of students to answer questions has negative correlation with the narrative length of the questions of mathematics textbooks.(2) When students read questions with longer descriptions, the group with wrong answers had a larger average gaze time than the group with correct answers, which indicated that the group with correct answers understood the key content of the mathematics textbook.(3) The correct answer group had a wider eye movement trajectory, the distribution of eye movement heat map was more uniform, and the number of eye movements and gaze time was more significant; while the wrong answer group had shorter eye movement and gaze time, and only some areas were browsed briefly which meant that they didn't fully read the pages of the textbook. (4) The correct answer group had sequential and retrospective phenomenon during reading, had significant visual attention in key areas of interest, and made good use of reading strategies; while the wrong answer group had limited and incoherent visual attention range, had no significant reading gaze point to deal with those questions that took much more time like the straight calculation process and explanation areas, and didn’t use the guidance and auxiliary functions of mathematics textbooks well.