Browsing by Author "Tsai, Pei-Yi"

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Explore College Students\' Cognitive Processing during Scientific Literacy Online Assessments with the use of Eye Tracking Technology
(2015)
Tsai, Pei-Yi
;
Yang, Ting-Ting
;
She, Hsiao-Ching
;
教育研究所
;
Institute of Education
The present study was to explore undergraduate students\' performance and eye movement between two groups (non-science major and science major) on online scientific literacy assessments. The domain of scientific literacy in assessments consisted of identifying scientific questions, explaining phenomena scientifically, and using evidence scientifically. Eye-tracking system was synchronized to collect the indicator data of eye movement while students were engaging in cognitive processing during the assessments. The results showed that the science group students outperformed significantly than their peers in the non-science group on the assessments. Eye movement data further supported that the science group students allocated greater attention and made deeper cognitive processing at area of interest (AOI) on critical web pages compared to the non-science group ones. This study provides empirical evidence that the eye movement behaviors can give an insight into the information processing during scientific literacy online assessments.
Eye fixation-related fronto-parietal neural network correlates of memory retrieval
(2019-04-01)
Tsai, Pei-Yi
;
She, Hsiao-Ching
;
Chen, Sheng-Chang
;
Huang, Li-Yu
;
Chou, Wen-Chi
Eye movements are considered to be informative with regard to the underlying cognitive processes of human beings. Previous studies have reported that eye movements are associated with which scientific concepts are retrieved correctly. Moreover, other studies have also suggested that eye movements involve the cooperative activity of the human brain's fronto-parietal circuits. Less research has been conducted to investigate whether fronto-parietal EEG oscillations are associated with the retrieval processing of scientific concepts. Our findings in this study demonstrated that the fronto-parietal network is indeed crucial for successful memory retrieval. In short, significantly lower theta augmentation in the frontal midline and lower alpha suppression in the right parietal region were observed at the 5th eye fixation for physics concepts that were correctly retrieved than for those that were incorrectly retrieved. Moreover, the visual cortex in the occipital lobe exhibits a significantly greater theta augmentation followed by an alpha suppression following each eye fixation, while a right frontoparietal asymmetry was also found for the successful retrieval of presentations of physics concepts. In particular, the study results showed that eye fixation-related frontal midline theta power and right parietal alpha power at the 5th eye fixation have the greatest predictive power regarding the correctness of the retrieval of physics concepts.
Leveraging College Students' Scientific Evidence-Based Reasoning Performance with Eye-Tracking-Supported Metacognition
(2019-12-01)
Tsai, Pei-Yi
;
Yang, Ting-Ting
;
She, Hsiao-Ching
;
Chen, Sheng-Chang
;
教育研究所
This study specifically focuses on examining whether the eye-tracking-supported metacognition would benefit science majors' and nonscience majors' scientific evidence-based reasoning performance. Thirty-nine science majors and forty-one nonscience majors were recruited to participate in an online scientific evidence-based reasoning task. Data regarding the students' online learning process and eye movement behaviors were simultaneously collected. The results indicated that the science majors not only significantly outperformed the nonscience majors in terms of reasoning performance but also allocated significantly greater eye movements during their first time of processing scientific evidence-based reasoning task. Immediately after the task, the eye-tracking-supported metacognition provided each student with individualized feedback regarding their eye movement behaviors, such as their eye fixation sequence, durations, and locations. With such immediate feedback, the students were provided an opportunity to engage in self-monitoring, evaluating, and calibrating their approaches in order to revise their final answers. After the application of this eye-tracking-supported metacognition, both the science majors and the nonscience majors all made significant improvements in their scientific evidence-based reasoning performance. However, no statistically significant differences in the reasoning performance or visual attention of the science majors and nonscience majors were found. This study demonstrated that the use of eye-tracking-supported metacognition was not only able to maximize the performance of both the science majors and nonscience majors but that it also bridged the gap in performance between the two groups.