How catchy are own eye-gaze replays? A Qualitative Study Exploring the Use of Students’ Eye-Gaze Stimulated Retrospectives in Organic Chemistry – i-GAZE

在有机化学中，使用各种视觉上复杂的表征，要求学习者解码感知和概念信息，并将其与问题背景适当地联系起来。这对那些表面导向的学习者来说是一个巨大的挑战，因为他们缺乏深层的认知加工。当学习有机表征时，学习者往往不知道他们必须看什么，以及他们必须从表征中推断出什么类型的隐含信息。不同的教学方法是合理的，以支持学生解决视觉和认知复杂的任务。一方面，一个，据报道，教学策略，是减少认知负荷，使问题解决与表征可通过工作的例子。另一方面，另一条研究路线侧重于元认知，强调学生通过自我反思意识到他们的个人方法。由于跟踪眼球运动可以深入了解问题解决者的解码过程，因此这两种教学方法都可能从使用这种技术中受益。在样例的背景下，为学习者提供了一个成功的问题解决者的目光重放。研究表明，这种眼动建模技术可以帮助学生校准他们的生产性或非生产性的视觉策略，例如实现错过的表征线索，从而相应地改变他们的眼睛注视建模。虽然这种提示技术在表现方面显示出有希望的结果，但学生为什么采取特定的目光注视行为，他们如何采取这种行为以及他们是否注意到特定的特征的潜在过程仍然是未知的。另一个策略，遵循学生的自我反思的想法，以支持他们采取更成功的解决问题的行为，是使用学生自己的眼睛凝视重播。这可以帮助他们意识到自己的做法，并提供机会重新调整自己的行为。与对眼动建模示例的广泛研究相比，调查学习者在多大程度上能够理解自己的眼睛凝视回放，以及这种反射是否影响他们解决问题的表现或眼睛的重新校准凝视模式，对于有机化学中使用的视觉复杂表示的研究较少。在这项研究中，我们计划调查什么功能的学生在有机化学参加时，回顾提示自己的眼睛凝视重播，并在何种程度上影响他们的问题解决的性能。这项研究的结果将提高我们对学生与有机化学中眼睛注视显示器的互动的理解，并为新智能技术中形成性眼睛注视反馈的应用提供信息。

In organic chemistry various visually complex representations are used that require learners to decode the perceptual and conceptual information and appropriately link it to the problem context. This represents a huge challenge for learners whose approaches are surface-oriented which results in a lack of deep cognitive processing. When working with organic representations, learners have often little awareness where they have to look at and what type of implicit information they have to infer from the representations.Different instructional approaches are reasonable to support students in solving visually and cognitive complex tasks. On the one hand, one, well reported, instructional strategy, is to reduce the cognitive load by making problem solving with representations accessible through worked-examples. Another line of research, in the other hand, focuses on metacognition and emphasizes student awareness of their individual approaches through self-reflection. As tracking the eye movement provides insights into the problem solvers’ decoding process, both instructional approaches might profit from using this technology. In the context of worked-examples, learners are provided with the eye-gaze replays of a successful problem solver. Research suggests that this eye-movement modelling technique helps students to calibrate their productive or unproductive visual strategies, e.g. realizing missed cues of the representations, and thus to change their eye gaze accordingly to the modeler. Although this cueing technique shows promising results in terms of performance, the underlying process of why students adopt a specify eye-gaze behavior, how they adopt it and if they attend to specific features, is still unknown. Another strategy, following the idea of students’ self-reflection, to support them adopt a more successful problem-solving behavior, is to use students’ own eye-gaze replays. This could help them gain awareness of their approach and offers the opportunity to recalibrate one’s own behavior. Compared to the extensive research on eye-movement modelling examples, investigating to what extend a learner can make sense of its own eye-gaze replay and if such a reflection affects their problem-solving performance or a recalibration of the eye-gaze pattern, is less researched for visual complex representations used in organic chemistry. In this study, we plan to investigate to what features students in organic chemistry attend to when retrospectively cued by their own eye-gaze replay and to what extend this affects their problem-solving performance. The results of this study will improve our understanding of students’ interactions with eye-gaze displays in organic chemistry and inform the application of formative eye-gaze feedback in new smart technologies.