Research on the Use of Visual Cueing and Feedback to Facilitate Problem Solving

使用视觉提示和反馈促进问题解决的研究

• 批准号: 1348857
• 负责人: Brett DePaola
• 金额: $ 123.39万
• 依托单位: Kansas State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2014
• 资助国家: 美国
• 起止时间: 2014-01-01 至 2018-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1348857&HistoricalAwards=false
• 关键词: Research; Use; Visual; Cueing; Feedback

The Research on the Use of Visual Cueing and Feedback to Facilitate Problem Solving project uses a rigorous experimental design to expand understanding of the role of visual cues and correctness feedback on undergraduate problem solving, specifically mathematics and physics, as well as the interaction between cues and feedback. The project combines theoretical perspectives on problem solving (representational change theory) with theoretical perspectives on multimedia learning (cognitive theory of multimedia learning) as well as empirical research on visual cueing and feedback to develop and refine a conceptual model for STEM problem solving. Representational change theory, used in this project, purports three mechanisms to break an impasse: (i) adding information to the problem to enrich the existing representation (i.e. elaboration); (ii) replacing the existing representation with a different, more productive representation (i.e. re-encoding); or (iii) removing unnecessary constraints often self-imposed by the problem solver (i.e. constraint relaxation). This project explores the use of visual cueing and feedback to harness two (elaboration and re-coding) of these three factors.Cognitive theory of multimedia learning identifies three distinct stages involved in learning from multimodal information. Selection is attending to relevant pieces of sensory information from each modality. Organization is using the selected information to create a coherent internal representation. Integration is combining internal representations with activated prior knowledge. All three stages of multimedia learning are influenced by the learner's prior knowledge. They are all explored in this study.The foundational questions addressed by this project are: What are the malleable factors (i.e. factors that we can control) that affect learners' use of visual information while solving STEM problems? How can we alter these factors to positively influence students' problem solving in STEM? What moderating factors influence the outcome?To explore these questions, the researchers conduct two studies in introductory college mathematics and physics courses to investigate the effects of a) cueing, b) feedback, and c) their interaction, on 1) problem solving performance, and 2) eye movements of problem solving involving graphics. Furthermore, the study investigates these effects both i) during training and ii) at transfer. These studies control for students' prior domain knowledge, initial problem solving skills, and initial eye movements on the problems.The broader significance of this project, which engages researchers in STEM education and visual cognitive psychology, is that it has the potential to impact the use of diagrams in STEM problem solving, initially in mathematics and physics, with implications for broader STEM disciplines. A benefit of the research emanating from this project is the infusion of approaches from cognitive psychology regarding visual cueing into STEM education instruction and research. Ultimately, the findings of this project have tangible applications to online instruction which is becoming increasingly ubiquitous in STEM education.

使用视觉提示和反馈促进问题解决项目的研究使用了严格的实验设计，以扩大对视觉提示和正确性反馈在本科生问题解决中的作用的理解，特别是数学和物理，以及提示和反馈之间的相互作用。 该项目将问题解决的理论观点（表征变化理论）与多媒体学习的理论观点（多媒体学习的认知理论）以及视觉提示和反馈的实证研究相结合，以开发和完善STEM问题解决的概念模型。 在这个项目中使用的表征变化理论，旨在打破僵局的三种机制：（i）向问题中添加信息以丰富现有的表征（即细化）;（ii）用不同的，更有成效的表征取代现有的表征（即重新编码）;或（iii）消除不必要的约束，通常是由问题解决者自己施加的（即约束放松）。这个项目探讨了使用视觉提示和反馈来利用这三个因素中的两个（阐述和重新编码）。多媒体学习的认知理论确定了从多通道信息学习的三个不同阶段。选择是注意到来自每种形态的相关感官信息。组织正在使用选定的信息来创建连贯的内部表示。整合是将内部表征与激活的先验知识相结合。多媒体学习的三个阶段都受到学习者已有知识的影响。 本研究的基本问题是：在解决STEM问题的过程中，影响学习者使用视觉信息的可塑性因素（即我们可以控制的因素）是什么？我们如何改变这些因素来积极影响学生在STEM中的问题解决？哪些调节因素影响结果？为了探索这些问题，研究者在大学数学和物理入门课程中进行了两项研究，以调查a）提示，B）反馈和c）它们的交互作用对1）问题解决绩效和2）涉及图形的问题解决的眼动的影响。 此外，该研究调查了i）在培训期间和ii）在转移时的这些影响。 这些研究控制了学生先前的领域知识、最初的问题解决技能和问题上的最初眼球运动。这个项目的更广泛意义在于，它有可能影响STEM教育和视觉认知心理学研究人员在STEM问题解决中使用图表，最初是在数学和物理领域，对更广泛的STEM学科产生影响。 从这个项目中产生的研究的一个好处是从认知心理学的方法注入视觉提示到STEM教育教学和研究。 最终，该项目的研究结果在STEM教育中变得越来越普遍的在线教学中有了切实的应用。