Enhancement of English learning performance by using an attention-based diagnosing and review mechanism in paper-based learning context with digital pen support

Chen, Chih‐Ming; Wang, Jung-Ying; Mi, Lin

doi:10.1007/s10209-017-0576-2

Cited by 16 publications

(7 citation statements)

References 38 publications

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“…Furthermore, attention detection based on brain waves is required to diagnose learning-related conditions, such as inattention and hyperactivity [24]. Combining with brainwave attention detection [25] is a further challenge to create a better system.…”

Section: Resultsmentioning

confidence: 99%

System interactive reader using eye-tracker technology in ebook reader

Sujaini,

Safriadi,

Khairiyah

2024

Bulletin EEI

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Interest in using ebooks by the academic community is very high. Still, there is a problem when readers are reading through screens, tend to read fast, only scan the necessary parts, and don't focus on paying attention to the content they read, so this reduces the quality of reading because readers don't study the overall meaning of the sentence. Hence, this research aims to build an interactive reader system by integrating eye tracker technology with a webcam which is expected to solve the problem of decreasing the quality of reading through the screen by helping readers stay focused on their reading and providing an interactive system that makes it easier for readers to control the computer while reading. This research adopts the waterfall method and is divided into six stages. The system is designed using class diagrams, use case diagrams, and activity diagrams. Also, the system is built using the Python language with the Django framework. Then, the interactive reader system was tested using black box testing and usability testing methods. Based on the test results, it is shown that the interactive reader system that was built can help improve the quality and concentration when reading activities take place.

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Section: Resultsmentioning

confidence: 99%

System interactive reader using eye-tracker technology in ebook reader

Sujaini,

Safriadi,

Khairiyah

2024

Bulletin EEI

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“…Researchers in CHC contexts have started to explore alternative ways to implement formative assessment. Six out of eight studies in CHC in our review were self-assessment ( Wang, 2008 ; Butler and Lee, 2010 ; Tsai et al, 2015 ; Chen et al, 2017 ; Lau, 2020 ; Yan et al, 2020 ). This renders us a new direction that self- assessment might be alternatives for reading teachers to implement formative assessment as part of their teaching in CHC classrooms.…”

Section: Discussionmentioning

confidence: 99%

The effectiveness of formative assessment for enhancing reading achievement in K-12 classrooms: A meta-analysis

2022

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This quantitative synthesis included 48 qualified studies with a total sample of 116,051 K-12 students. Aligned with previous meta-analyses, the findings suggested that formative assessment generally had a positive though modest effect (ES = + 0.19) on students’ reading achievement. Meta-regression results revealed that: (a) studies with 250 or less students yielded significantly larger effect size than large sample studies, (b) the effects of formative assessment embedded with differentiated instruction equated to an increase of 0.13 SD in the reading achievement score, (c) integration of teacher and student directed assessment was more effective than assessments initiated by teachers. Our subgroup analysis data indicated that the effect sizes of formative assessment intervention on reading were significantly different between Confucian-heritage culture and Anglophone culture and had divergent effective features. The result cautions against the generalization of formative assessment across different cultures without adaptation. We suggest that effect sizes could be calculated and intervention features be investigated in various cultural settings for practitioners and policymakers to implement tailored formative assessment.

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“…Second, attention detection based on brainwave is useful for diagnosing learning-related conditions, such as attentional deficits and hyperactivity (Gevensleben et al , 2009). Therefore, our future work will combine brainwave attention detection (Chen et al , 2019) and eye tracking technologies to develop an attention diagnostic mechanism that can determine whether a learner’s visual attention and brain attention simultaneously focus on a text during reading. Such an attention diagnostic mechanism may help low-attention learners review passages to improve their reading attention and performance.…”

Section: Discussionmentioning

confidence: 99%

A visual interactive reading system based on eye tracking technology to improve digital reading performance

Chen

Wang

Lin

2019

Self Cite

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Purpose Developing attention-aware systems and interfaces based on eye tracking technology could revolutionize mainstream human–computer interaction to make the interaction between human beings and computers more intuitive, effective and immersive than can be achieved traditionally using a computer mouse. This paper aims to propose an eye-controlled interactive reading system (ECIRS) that uses human eyes instead of the traditional mouse to control digital text to support screen-based digital reading. Design/methodology/approach This study uses a quasi-experimental design to examine the effects of an experimental group and a control group of learners who, respectively, used the ECIRS and a mouse-controlled interactive reading system (MCIRS) to conduct their reading of two types of English-language text online – pure text and Q&A-type articles on reading comprehension, cognitive load, technology acceptance, and reading behavioural characteristics. Additionally, the effects of learners with field-independent (FI) and field-dependence (FD) cognitive styles who, respectively, used the ECIRS and MCIRS to conduct their reading of two types of English-language text online – pure text and Q&A-type articles on reading comprehension are also examined. Findings Analytical results reveal that the reading comprehension of learners in the experimental group significantly exceeded those in the control group for the Q&A article, but the difference was insignificant for the pure text article. Moreover, the ECIRS improved the reading comprehension of field-independent learners more than it did that of field-dependent learners. Moreover, neither the cognitive loads of the two groups nor their acceptance of the technology differed significantly, whereas the reading time of the experimental group significantly exceeded that of the control group. Interestingly, for all articles, the control group of learners read mostly from top to bottom without repetition, whereas most of the learners in the experimental group read most paragraphs more than once. Clearly, the proposed ECIRS supports deeper digital reading than does the MCIRS. Originality/value This study proposes an emerging ECIRS that can automatically provide supplementary information to a reader and control a reading text based on a reader’s eye movement to replace the widely used mouse-controlled reading system on a computer screen to effectively support digital reading for English language learning. The implications of this study are that the highly interactive reading patterns of digital text with ECIRS support increase motivation and willingness to learn while giving learners a more intuitive and natural reading experience as well as reading an article online with ECIRS support guides learners’ attention in deeper digital reading than does the MCIRS because of simultaneously integrating perceptual and cognitive processes of selection, awareness and control based on human eye movement.

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Enhancement of English learning performance by using an attention-based diagnosing and review mechanism in paper-based learning context with digital pen support

Cited by 16 publications

References 38 publications

System interactive reader using eye-tracker technology in ebook reader

System interactive reader using eye-tracker technology in ebook reader

The effectiveness of formative assessment for enhancing reading achievement in K-12 classrooms: A meta-analysis

A visual interactive reading system based on eye tracking technology to improve digital reading performance

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