Leveraging College Students’ Scientific Evidence-Based Reasoning Performance with Eye-Tracking-Supported Metacognition

Tsai, Pei Yi; Yang, Ting; She, Hsiao Ching; Chen, Sheng‐Chang

doi:10.1007/s10956-019-09791-x

Cited by 11 publications

(4 citation statements)

References 68 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Two studies on chemistry education have demonstrated that relating chemistry to everyday phenomena and using an Android chemistry application can increase motivation and metacognition (Lavi et al, 2019;Tsai et al, 2019). Nevertheless, incorporating technological elements into metacognition can improve students' performance and reasoning capacity (Tsai et al, 2019); even games and modified games in a guided group environment promote oral communication and metacognition (Fishovitz et al, 2020).…”

Section: Metacognition In Students' Educationmentioning

confidence: 99%

What is New in Metacognition Research? Answers from Current Literature

et al. 2023

View full text Add to dashboard Cite

Metacognition has become a key element in learning processes. Its advantages include increasing awareness of one’s cognitive processes and promoting autonomous, critical, reflective, self-regulated, and self-directed learning. Given its increasing relevance in the academic and scientific community in recent years, this article maps the evolution of metacognition using the tree metaphor to establish the main research approaches emerging today. Through a network analysis of publications in WoS and Scopus and using tools such as Bibliometrix, ToS, and Gephi, the main documents, authors, countries, journals, and fundamental lines of work in metacognition research were identified: evaluation of metacognition in children, metacognition in student education, self-regulation skills, and metacognition in mathematical performance. The results suggest that the development of metacognitive skills has migrated to specific fields such as chemistry, mathematics, and arithmetic, with the latter two showing the most progress in implementing these practices to improve learning outcomes. Additionally, the findings highlight that while teachers consider metacognition necessary for their students’ learning, they do not always have the knowledge and skills to teach and apply it effectively.

show abstract

Section: Metacognition In Students' Educationmentioning

confidence: 99%

What is New in Metacognition Research? Answers from Current Literature

et al. 2023

View full text Add to dashboard Cite

show abstract

“…Eye gaze is regarded as a reliable indicator of the focal point of active information processing, offering the advantage of being an accepted measure of implicit abilities and performance ( Karatekin 2007 ). For example, compared to eye saccades, the distribution of gaze time reflects top-down processing, which is controlled by an individual’s ongoing cognitive processes ( Karatekin 2007 ; Tsai et al 2019 ). Roderer and Roebers ( 2014 ) used eye tracking technology to explore implicit monitoring processes in children ( Roderer and Roebers 2014 ).…”

Section: Literature Reviewmentioning

confidence: 99%

Individuals with High Metacognitive Ability Are Better at Divergent and Convergent Thinking

Jiang,

Yang,

et al. 2023

J. Intell.

View full text Add to dashboard Cite

Is metacognitive ability a predictor of creative performance? Previous studies have produced conflicting findings. To clarify whether this relationship exists, the current study used eye tracking techniques and vocal thinking reports to explore creativity differences in individuals with different levels of metacognitive ability. One hundred and twelve participants completed the Metacognitive Ability scale, and were divided into two groups (with thirty participants in each group) based on their metacognition scores (the highest and lowest 27% of metacognitive ability scores). Then, participants in both groups completed two creative thinking tasks (AUT and CCRAT) while their eye behaviors were recorded by eye tracking. The results showed that participants with high metacognitive ability were better at divergent thinking, as evidenced by greater fixation and saccade counts, as well as smaller saccade amplitudes in the AUT task. In addition, Bayesian analyses provide anecdotal evidence that participants with high metacognitive ability tended to be better at convergent thinking. Furthermore, eye tracking results demonstrated that they exhibited longer fixation duration and more fixation count on the materials in the CCRAT task. These findings reflect an important role of metacognition in creative thinking, especially in divergent thinking.

show abstract

“…Positive effects of the use of gaze‐display feedback on task performance were found in several studies, but these studies either did not include a no‐gaze display control condition (Sommer et al, 2016; Tsai et al, 2019) or the gaze display was part of a larger intervention (Eder et al, 2020; Henneman et al, 2014; O'Meara et al, 2015; Wilson et al, 2011; Zhai et al, 2018). In more controlled experiments with the gaze display being the only difference between conditions, the effectiveness of gaze‐display feedback to improve performance seemed to depend on which aspect of learning the visual task is supported.…”

Section: Gaze Displays As Feedbackmentioning

confidence: 99%

Re‐viewing performance: Showing eye‐tracking data as feedback to improve performance monitoring in a complex visual task

Kok

Hormann

Rou

et al. 2022

Computer Assisted Learning

View full text Add to dashboard Cite

Background: Performance monitoring plays a key role in self-regulated learning, but is difficult, especially for complex visual tasks such as navigational map reading. Gaze displays (i.e. visualizations of participants' eye movements during a task) might serve as feedback to improve students' performance monitoring.Objectives: We hypothesized that participants who review their performance based on screen recordings that also display their gaze would have a higher monitoring accuracy and increase in post-test performance and would remember more executed actions than participants who review based on a screen recording only (i.e. control condition). Methods: Sixty-four higher education students were randomly assigned to a gazedisplay or control condition. After watching an instruction video, they practiced five navigational map-reading tasks and then reviewed their performance while thinking aloud, either prompted by a screen recording with gaze display or a screen recording only. Before and after reviewing, participants estimated the number of correctly solved tasks and finally made a five-item post-test.Results and conclusions: Analyses with frequentist and Bayesian statistics showed that gaze displays did not improve monitoring accuracy (i.e. estimated minus actual performance), post-test performance, or the number of reported actions. It is concluded that scanpath gaze displays do not provide useful cues to improve monitoring accuracy in this task.Takeaways: Gaze displays are a promising tool for education, but scanpath gaze displays did not help to enhance monitoring accuracy in a navigational map-reading task.

show abstract

Leveraging College Students’ Scientific Evidence-Based Reasoning Performance with Eye-Tracking-Supported Metacognition

Cited by 11 publications

References 68 publications

What is New in Metacognition Research? Answers from Current Literature

What is New in Metacognition Research? Answers from Current Literature

Individuals with High Metacognitive Ability Are Better at Divergent and Convergent Thinking

Re‐viewing performance: Showing eye‐tracking data as feedback to improve performance monitoring in a complex visual task

Contact Info

Product

Resources

About