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，使用了各种复杂的视觉表征，要求学习者对感知和概念信息进行解码，并适当地将其与问题语境联系起来。这对学习者来说是一个巨大的挑战，他们的方法是表面导向的，导致缺乏深层的认知加工。当使用有机表征时，学习者往往没有意识到他们必须看哪里，以及他们必须从表征中推断出什么类型的隐性信息。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任务。一方面，一种广为报道的教学策略是通过样例使问题解决与表征变得容易，从而减少认知负荷。另一方面，另一种研究侧重于元认知，强调学生通过自我反思来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项技术中受益。在样例的背景下，学习者被提供了成功的问题解决者的眼睛凝视回放。研究表明，这种眼动建模技术有助于学生调整他们的生产性或非生产性视觉策略，例如，意识到表征的遗漏线索，从而根据模型者改变他们的眼睛凝视。尽管这种暗示技术在成绩方面显示出了令人振奋的结果，但学生为什么采取特定的注视行为，他们是如何采用这种行为的，以及他们是否注意到了特定的特征，这些潜在的过程仍然是未知的。另一种策略遵循学生自我反省的思想，支持他们采取更成功的问题解决行为，即利用学生自己的眼睛凝视回放。这可以帮助他们意识到自己的做法，并提供了重新调整自己行为的机会。与眼动模型例子的广泛研究相比，对于有机化学中使用的视觉复杂表征，研究学习者在多大程度上能够理解自己的眼神凝视回放，以及这种反射是否会影响他们的问题解决能力或眼神凝视模式的重新校准，研究较少。在这项研究中，我们计划调查有机化学专业的学生在被自己的眼神回放提示时，注意到了什么特征，以及这在多大程度上影响了他们的问题解决成绩。这项研究的结果将加深我们对有机化学中学生与眼睛凝视显示器互动的理解，并为形成性眼睛凝视反馈在新的智能技术中的应用提供参考。

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.