眼球追蹤與科學學習實驗室
Eye Tracking and Science Learning Lab
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介紹 Introduction | 實驗儀器 Eye Trackers | 環境發展與研究成果 Research Highlights
1.科學閱讀平台 (持續研發中) Science reading platform (in progress)
發展結合數位標記與眼動回饋技術之科學閱讀平台，使學習者透過科學閱讀提升科學思考與論證能力
Developing a science reading platform that combines techniques of digital annotation and visual attention feedback to enhance learners' scientific reasoning and argumentation through science reading
相關研究成果 Related research outcomes
Guo, Y. T. & Yang, F. Y. (2024, July). Investigating gender differences in visual attention to TAP structure and performance of identifying the argument components in a science text: An eye-tracking study. Paper presented at the Ed-Media Annual Meeting, Brussels, Belgium.
郭育廷、楊芳瑩 (2023)：使用眼球追蹤技術探討大學生論證架構學習歷程與論證成分辨識表現之性別差異，中華民國第39屆科學教育學術研討會，臺灣臺北，2023年12月7-9日。
科學閱讀注意力回饋系統 (Science Reading with Attention Feedback System, SRAFS)
林昱欣 (2023)。運用眼球追蹤法探索高中學生之論證架構理解與論證表現及科學認識信念之關係。﹝碩士論文。國立臺灣師範大學﹞臺灣博碩士論文知識加值系統。https://hdl.handle.net/11296/6h8f83。
楊子潔 (2022)。運用眼球追蹤法分析論證架構的閱讀及元素區辨與科學認識信念之關係。﹝碩士論文。國立臺灣師範大學﹞臺灣博碩士論文知識加值系統。 https://hdl.handle.net/11296/53r9cj。
Cheng, C. H. & Yang, F. Y. (2022). Analyzing visual attention during TAP learning and the effect of epistemic beliefs on the understanding of argument components, International Journal of Science Education, 44(5), 1336-1355. https://doi.org/10.1080/09500693.2022.2076950 . (SSCI)
Yang, F. Y. (2017). Examining the reasoning of conflicting science information from the information processing perspective – an eye movement analysis. Journal of Research in Science Teaching, 10, 1347-1372. DOI: 10.1002/tea.21408. (SSCI)
2.分子結構與形狀 Molecular structures and shapes
利用3D模擬與 AR技術，呈現分子結構與形變過程，進而了解化學鍵結相關概念
Using 3D simulation and AR technology to present molecular structures and shape-changing processes for learning concepts related to chemical bonding
相關研究成果 Related research outcomes
許盛翔 (2024)。以眼球追蹤法分析高中生在結合擴增實境之數位環境中學習化學混成軌域概念之視覺歷程及學習表現。(碩士論文。國立臺灣師範大學)。
Yang, F. Y. & Wang, H. Y. (2023). Tracking visual attention during learning of complex science concepts with augmented 3D visualizations. Computers & Education, 193. https://doi.org/10.1016/j.compedu.2022.104659. (Open Access) (SSCI) (SCIE)
Yang, F. Y., Wang, H. Y. & Liu, Y. L. (2021). Eye movements during learning of the molecular shapes with Augmented Reality. Paper presented at the 19th Earli Biennial Conference Online.
王慧筠 (2020)。以眼球追蹤法分析擴增實境材料對高中化學分子形狀主題理解的影響。(碩士論文。國立臺灣師範大學)臺灣博碩士論文知識加值系統。https://hdl.handle.net/11296/94vb85。
王慧筠、楊芳瑩、簡士傑 (2020)。以眼球追蹤法分析擴增實境材料對高中化學分子形狀主題理解的影響，第36屆科學教育國際研討會，臺灣高雄，2020年12月17-19日。
3.科學探究 (物理) Scientific inquiry (Physics)
運用模擬技術，讓學習者進行資料分析與問題解決，進而刺激思考智能
Utilizing simulation technology to enable learners to conduct data analysis and problem-solving, thereby stimulating reasoning competency
相關研究成果 Related research outcomes
邱柏修 (2023)。探討學生線上探究表現與其科學認識信念及科學學習自我效能感間的關係。(碩士論文。國立臺灣師範大學)臺灣博碩士論文知識加值系統。https://hdl.handle.net/11296/fn797w。
4.月相變化 Moon phases
透過模擬日地月空間位置與變化，讓學習者經由地球視角與太空視角，思考月相變化之機制
Through simulating the spatial positions and changes of the sun, Earth, and moon, learners can think about the mechanisms of moon phase changes from both an Earth-based and a space-based perspective
相關研究成果 Related research outcomes
Liu, Y. L. & Yang, F. Y. (2021). Using eye tracking method to explore the science learning process in a digital dynamic and interactive learning environment. Paper presented at the EASE Conference 2021: Asian Collaboration Towards the Development of New Science Education for the Future (Online).
連筱萍 (2020)。以眼球追蹤技術探究擴增實境應用於月相變化主題之學習歷程與成效。(碩士論文。國立臺灣師範大學)臺灣博碩士論文知識加值系統。https://hdl.handle.net/11296/j5z4n8。
連筱萍、楊芳瑩、簡士傑 (2020)。以眼球追蹤技術探究擴增實境應用於月相變化主題之學習歷程與成效，第36屆科學教育國際研討會，臺灣高雄，2020年12月17-19日。
5.板塊 Plate tectonics
透過AR連結圖片、動畫模擬以及互動研究資料的呈現，釐清板塊運動機制，藉以刺激學習者論證思考
Using AR to link images, animation simulations, and interactive research data to clarify the mechanisms of plate tectonics, thereby stimulating learners' argumentative thinking.
相關研究成果 Related research outcomes
Yang, F. Y. (2022). Applying the eye tracking method to analyze university leaners' learning and reasoning behaviors in the Augmented Reality Environment. Paper presented at the NARST annual international conference, Vancouver, BC.
6.基因與遺傳 Gene & Inheritance
透過數位互動學習與問題解決，學習基因與遺傳概念
Learning genetic and inheritance concepts through digital interactive learning and problem-solving
相關研究成果 Related research outcomes
林于雄 (2021)。以眼球追蹤技術探究互動學習軟體對七年級學生基因概念的學習。(碩士論文。國立臺灣師範大學)臺灣博碩士論文知識加值系統。https://hdl.handle.net/11296/2a4545。
7.數學幾何 Geometry
AR 互動環境，讓國中小學生進行幾何形狀的辨識與了解其特性
An AR interactive environment for middle and elementary school students to recognize geometric shapes and understand their properties
相關研究成果 Related research outcomes
Bhagat, K.K., Yang*, FY., Cheng, CH. et al. (2021). Tracking the process and motivation of math learning with augmented reality. Educational Technology Research & Development, 69, 3153–3178 https://doi.org/10.1007/s11423-021-10066-9
Cheng, C. H., Yang, F. Y., Liou, W. K., Chang, C. Y., & Bhagat, K. K., & Zhang, Y. (2018). Investigating the learning performance and learning motivation toward Geometry learning in an Augmented Reality System. Proceedings of the 26th International Conference on Computers in Education (ICCE).
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