将视觉注意与在线教学物理模块中的学习联系起来
Relating visual attention and learning in an online instructional physics module
AI总结：
本研究通过分析视觉注意力和认知状态，探讨在线教学物理模块中学习效率的提升及注意力问题的影响。
摘要：
使用计算机辅助教学（CAI）的学习要求高水平的注意力，因为容易分心和走神。在线STEM教师如何知道学习者是否有注意力问题，以及这些问题在多大程度上影响学习？在本研究中，当物理研究生学生通过多媒体教学模块复习牛顿第二定律知识时，探测了他们的视觉注意力和认知状态。通过眼跟踪器、摄像头、自体眼镜、屏幕录制以及鼠标和键盘事件的数据整合，记录学习者对学习环境的注意力（正负）以及对学习内容的思考（正负），以分析学生在学习过程中注意力持续时间。平均来看，学习者在大部分时间处于任务和屏幕上的状态，有走神的证据。学习模块提高了参与者在后测中正确回答问题的效率，相对于前测。进一步，从前测到后测效率的改善与模块期间在屏幕和任务上花费的时间之间存在正相关，但统计上不显著。
英文摘要：
Learning using Computer-Assisted Instruction (CAI) demands a high level of attention given the tendency to be distracted and mind-wander. How does the online STEM instructor know when learners are having attentional problems and the extent to which these problems affect learning? In the present study, the visual attentional and cognitive state of physics graduate students were probed while they went through a multimedia instructional module to refresh their knowledge of Newton's II Law. Data from an eye tracker, webcam, egocentric glasses, screen recording, and mouse and keyboard events were integrated to record learners' attention overt attention to the learning environment (+/-) and thinking about learning content (+/-) to analyze students' attention spans during learning from this module. On average, learners were found to be on-task and on-screen for a vast majority of time, with evidence of mind wandering. The learning module improved the participants efficiency with which they answered the questions correctly on a post-test relative to the pre-test. Further, there is a positive albeit statistically non-significant correlation between the improvement from pre- to post-test efficiency and the time spent on-screen and on-task during the module.
机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。
