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研究流程與動機Research Process and Motivation - Coggle Diagram
研究流程與動機Research Process and Motivation
文獻探討Literature review
相關relation
注意力與視覺 relation between attention and gaze
影響學習效率的因素 Factors Affecting Learning Efficiency
成績與學習效率之關聯 relation between grade and learning effivient
問卷設計與測量注意力Questionnaire Design and Measuring Attention
研究方法research method
問卷調查Questionnaire
實驗與測試 experiment and test
前測問卷設計Pre-test questionnaire design
原因reason
避免影響學習效率的因子,例如已知知識Avoid factors that
negatively
affect learning efficiency, such as
previous
knowledge
收集受試者對線上課程的自我報告,進行與實驗中的行為比較,並評估與平時對自身的注意力認知是否有不同Collecting subjects' self-reports on online courses and comparing their behaviors in the experiment to
e
valuating whether there are any differen
ces
from their usual habit
s
when taking an online course
注意力自評attention self-report :1. Leaving the class( Being away from class),2. Drowsiness, 3.Spacing out (complete loss of attention)(Gazing into space), 4.Interest, 5.Multitasking, and 6.Concentration
資料收集與分析 Data collection and analysis
attention capture
OpenFace
FaceReader
前測問卷調查Pre-test questionnaire
結論summary
前後測驗比對Before and after test comparison
實驗設計experiment design
階段stage
前測問卷Pre-test questionnaire
課程進行crouse progress
Control group:無法看到自己的鏡頭畫面Can't see themself
Experimental group :能看到自己開啟的攝像畫面Can see themself on the camera screen
課後測驗after-class quiz
before-class quiz
測驗設計Quiz Design
Achievement Test
分數與學習效率相關Scores Correlate with Learning Efficiency
與課程相關內容
題型選擇test item selection
前測與後測 pre- and post-quiz
課程設計Course Design
課程選擇Course selection
沒有學習過或不熟悉的領域unstudied or unfamiliar areas
traffic
敘述性課程narrative lessons
線上教學
PPT呈現PPT presentation
非團體式教學non-group teaching
為維持課程一致性使用錄影課程但不告知Using
video-recorded
lessons to maintain lesson consistency without notification
若有問題可提待到休息後再做詢問If someone have any questions, can ask them after the break
是否需要提供實體教材Is it necessary to provide physical teaching materials?
攝影鏡頭的使用是否會影響注意力線上>>教學時學生自我察覺注意力是否會影響學習效率Will the use of a
second camera
affect attention online >> Will students' attention to self-awareness during teaching affect learning efficiency?