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dc.contributor.authorTsai, Pei-Yien_US
dc.contributor.authorYang, Ting-Tingen_US
dc.contributor.authorShe, Hsiao-Chingen_US
dc.contributor.authorChen, Sheng-Changen_US
dc.date.accessioned2020-01-02T00:04:26Z-
dc.date.available2020-01-02T00:04:26Z-
dc.date.issued2019-12-01en_US
dc.identifier.issn1059-0145en_US
dc.identifier.urihttp://dx.doi.org/10.1007/s10956-019-09791-xen_US
dc.identifier.urihttp://hdl.handle.net/11536/153469-
dc.description.abstractThis 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.en_US
dc.language.isoen_USen_US
dc.subjectScientific evidence-based reasoning performanceen_US
dc.subjectEye-tracking-supported metacognitionen_US
dc.subjectNonscience majors and science majorsen_US
dc.subjectEye movementsen_US
dc.titleLeveraging College Students' Scientific Evidence-Based Reasoning Performance with Eye-Tracking-Supported Metacognitionen_US
dc.typeArticleen_US
dc.identifier.doi10.1007/s10956-019-09791-xen_US
dc.identifier.journalJOURNAL OF SCIENCE EDUCATION AND TECHNOLOGYen_US
dc.citation.volume28en_US
dc.citation.issue6en_US
dc.citation.spage613en_US
dc.citation.epage627en_US
dc.contributor.department教育研究所zh_TW
dc.contributor.departmentInstitute of Educationen_US
dc.identifier.wosnumberWOS:000501074700003en_US
dc.citation.woscount0en_US
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