Ключевые слова
Нейрообразование, модели обучения, трекинг глаз, персонализированное обучение, кластерный анализ, учебные технологии
Резюме
Нейротехнологические достижения позволяют по-новому взглянуть на то, как отдельные студенты учатся в образовательных контекстах. Однако их применение создает проблемы для преподавания в естественных условиях. В данной статье представлен пример использования и применимости технологии трекинга глаз в высшем образовании. Мы работали с выборкой из 20 студентов трех университетов (Бургос и Вальядолид в Испании и Миньо в Португалии). Цели: 1) проверить, существуют ли значительные различия в показателях когнитивных усилий, обнаруженных с помощью технологии трекинга глаз, между студентами с предварительными знаниями и без них; 2) проверить, существуют ли кластеры моделей учебного поведения среди студентов; 3) проанализировать различия в визуализации моделей поведения. Использовался квазиэкспериментальный метод без контрольной группы и описательный метод. Результаты показали значительные различия между студентами с предварительными знаниями и без них по результатам обучения. Кроме того, были обнаружены два типа кластеров в показателях когнитивных усилий. Наконец, был проведен сравнительный анализ моделей учебного поведения студентов в кластере 1 и кластере 2. Использование технологии трекинга глаз позволяет регистрировать большой объем данных, касающихся процесса обучения. Однако ее использование в естественных образовательных контекстах в настоящее время требует от преподавателей технологических навыков и умения собирать данные.
Ссылки
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Техническая спецификация
Получила: 10-12-2022
пересмотренный: 11-01-2023
Принятый: 23-02-2023
OnlineFirst: 30-05-2023
Дата публикации: 01-07-2023
Время пересмотра статьи: 32 дней | Среднее время пересмотра вопроса 76: -6 дней
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Время редактирования статьи: 203 дней | Среднее время редактирования журнала 76: 200 дней
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María-Consuelo Sáiz-Manzanares, University of Burgos (Испания)
