Eye-Mind reader: an intelligent reading interface that promotes long-term comprehension by detecting and responding to mind wandering
Eye-Mind reader: an intelligent reading interface that promotes long-term comprehension by detecting and responding to mind wandering
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DOI：
10.1080/07370024.2020.1716762
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发表时间：
2020-02-02
影响因子：
5.3
通讯作者：
D'Mello, Sidney K.
中科院分区：
文献类型：
--
作者：
Mills, Caitlin;Gregg, Julie;D'Mello, Sidney K.
在阅读过程中，我们大约有 20-40% 的时间在走神——考虑到走神与理解力之间的负相关关系，这一比例令人担忧。我们测试了 Eye-Mind Reader（一种针对走神现象的智能界面）是否可以减轻其对阅读理解的负面影响。当基于眼睛注视的分类器表明读者走神时，那些处于MW干预状态的人被要求自我解释他们正在阅读的概念。如果自动评分机制认为自我解释质量不合格，则要求读者重新阅读部分文本，以纠正他们的理解缺陷并改进他们的自我解释。 MW 干预条件下的每个参与者都与一个 Yoked-Control 参与者配对，无论他们是否走神，他们都接受完全相同的干预。结果表明，重读提高了 MW 干预组的自我解释质量，但对照组没有。阅读后，这两种条件在文本库（即基于事实）和推理水平理解问题上的表现同样出色。然而，经过一周的延迟后，MW 干预条件在两项理解评估中均显着优于轭控制条件（ds = 0.352 和 0.307）。我们的研究结果表明，在走神关键时期进行实时干预可以促进长期记忆和理解。
We zone out roughly 20-40% of the time during reading - a rate that is concerning given the negative relationship between mind-wandering and comprehension. We tested if Eye-Mind Reader - an intelligent interface that targeted mind-wandering as it occurred - could mitigate its negative impact on reading comprehension. When an eye-gaze-based classifier indicated that a reader was mind-wandering, those in a MW-Intervention condition were asked to self-explain the concept they were reading about. If the self-explanation quality was deemed subpar by an automated scoring mechanism, readers were asked to re-read parts of the text in order to correct their comprehension deficits and improve their self-explanation. Each participant in the MW-Intervention condition was paired with a Yoked-Control counterpart who received the exact same interventions regardless of whether they were mind-wandering. Results indicate that re-reading improved self-explanation quality for the MW-Intervention group, but not the control group. The two conditions performed equally well on textbase (i.e. fact-based) and inference-level comprehension questions immediately after reading. However, after a week-long delay, the MW-Intervention condition significantly outperformed the yoked-control condition on both comprehension assessments (ds = .352 and .307). Our findings suggest that real-time interventions during critical periods of mind-wandering can promote long-term retention and comprehension.