From lab to math classroom: Utilizing eye gaze and cognitive control tasks to examine the effects of perceptual cues and structure on mathematical performance

从实验室到数学课堂：利用目光注视和认知控制任务来检查感知线索和结构对数学表现的影响

• 批准号: 2320053
• 负责人: Erin Ottmar
• 金额: $ 35万
• 依托单位: Worcester Polytechnic Institute
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-09-01 至 2026-08-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2320053&HistoricalAwards=false
• 关键词: lab; math; classroom; Utilizing; eye

Using perceptual cues in mathematical problem solving has been shown to improve students' performance. Attention and executive function skills are two potential mechanisms that explain how and for whom perceptual supports have the greatest impact. However, measuring executive function, attention, and cognitive control with students in educational settings is challenging. Using more scalable and affordable web-based tools such as open-source executive function and eye gaze measures provides a means to understand individual differences in cognitive processing related to math. This project aims to build capacity and expertise in the principal investigator's research on perceptual learning in mathematics by examining how open source tools such as eye gaze/trackers and executive function/cognitive control measures can be embedded into online technology platforms to conduct ecologically valid classroom-based research. To move research from the lab to classrooms with broader populations and to test mechanisms, two studies will be conducted. The first study will establish the usability and feasibility of using open-source eye tracking (Webgazer) and executive function measures (ACE-X) online with college students. The second study will test these relations in classroom contexts with middle school students. By using translational research to investigate key potential moderators and mediators, this work can contribute to research on how attention and executive function impact student use of perceptual scaffolds during mathematics problem solving. The outcomes of this project will also guide methods to conduct translational research in education and may also inform the future design of educational interventions or technology supports. This project is supported through a partnership with the Bill & Melinda Gates Foundation, Schmidt Futures, and the Walton Family Foundation. This project is also supported by NSF's EDU Core Research Building Capacity in STEM Education Research (ECR: BCSER) program, which is designed to build investigators' capacity to carry out high-quality STEM education research in the core areas of STEM learning and learning environments, broadening participation in STEM fields, and STEM workforce development.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

已经证明，在数学问题解决中使用感知提示可以改善学生的表现。注意力和执行功能技能是两种潜在的机制，可以解释如何以及对谁的感知支持产生最大的影响。但是，在教育环境中，测量学生的职能，注意力和认知控制是具有挑战性的。使用更具可扩展性和负担得起的基于Web的工具，例如开源的执行功能和眼目光措施，为了解与数学相关的认知处理中的个体差异提供了一种方法。该项目旨在通过研究如何将诸如眼目光/跟踪器和执行功能/认知控制措施之类的开源工具嵌入在线技术平台中，以进行在线技术平台上，以进行基于生态有效的课堂研究。为了将研究从实验室转移到具有较广泛人群和测试机制的教室，将进行两项研究。第一项研究将与大学生一起在线建立使用开源眼睛跟踪（WebGazer）和执行功能指标（ACE-X）的可用性和可行性。第二项研究将在课堂上与中学生一起测试这些关系。通过使用翻译研究来研究关键的潜在主持人和调解人，这项工作可以有助于研究注意力和执行功能如何影响学生在数学问题解决过程中对感知脚手架的使用。该项目的结果还将指导方法在教育方面进行转化研究，并可能为教育干预或技术支持的未来设计提供信息。该项目通过与Bill＆Melinda Gates Foundation，Schmidt Futures和Walton Family Foundation的合作伙伴关系得到支持。该项目还得到了NSF的STEM教育研究（ECR：BCSER）计划中的EDU核心研究建设能力，该计划旨在建立研究人员在STEM学习和学习环境的核心领域进行高质量的STEM教育研究的能力，从而扩大了STEM领域的参与，并扩大了STEM领域的参与，并扩大了STEM劳动力的发展。审查标准。