Enhancing Metacognitive Inference Activities Based on Eye-movement Information of Learner and Expert Using Learner’s Academic Paper
Enhancing Metacognitive Inference Activities Based on Eye-movement Information of Learner and Expert Using Learner’s Academic Paper
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利用学习者的学术论文增强基于学习者和专家眼动信息的元认知推理活动
DOI：
10.11184/his.20.4_501
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发表时间：
2018
期刊：
影响因子：
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通讯作者：
林佑樹，荻野了，瀬田和久
中科院分区：
文献类型：
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作者：
K. Tahara;Y. Ashihara;T. Higashino;Y. Ozawa;T. Kadoya;K. Sugimoto;A. Ueda;H. Mori and M. Abe;林佑樹，荻野了，瀬田和久
元认知对学习至关重要。对于学习者来说，与专家的写作活动是通过推断专家对批判性阅读的元认知过程来获得元认知知识的绝佳机会。在本研究中，我们将“元认知推理活动”定义为推理专家的元认知思维过程。为了支持学习者的元认知推理活动，我们分析了眼动信息作为一种新的学习材料来促进学习者批判性阅读自己的学术论文的潜力。该系统基于学习者和专家的眼动信息，提供了两种不同类型的可视化：“比较热图视图”和“眼动可视化视图”，前者显示学习者和专家在各自句子对象上的总注视时间的差异，后者表示未接触的专家在批判性阅读过程中的眼动过程。实验结果表明，比较热图的可视化信息和专家的眼动过程有可能促进学习者的元认知推理活动，使其在没有指导的情况下意识到元认知知识。
Metacognition is essential for learning. For the learners, writing activity with the expert is a great opportunity to acquire the metacognitive knowledge by inferring the expert’s metacognitive processes for critical reading. In this study, we define “metacognitive inference activities” as inferring experts’ metacognitive thinking processes. In order to support learners’ metacognitive inference activities, we analyze the potential of eye-movements information as a novel learning material to promote learners’ critical reading of their own academic paper. Based on learners’ and experts’ eye-movement information, the proposed system provides two different types of visualization:“comparative heat map view” which shows the differences between total gazing-time of respective sentence-objects of the learner and those of the expert, and “eyemovements visualization view” which represents the untouched expert’s eye-movements processes during his/her critical reading. Experimental results showed that the visualized information of the comparative heat map and the experts’ eyemovements processes have the potential to promote learners’ metacognitive inference activities towards being aware of metacognitive knowledge without instructions.