EYE TRACKING LAB

Eye Tracking Systems Available in Lab

Lab Members

Jin-Wen Hsu  徐靜文

Research Assistant 研究助理

Office: +886-2-77346793 

Email: jinweng@ntnu.edu.tw

Chia-Hei Cheng 鄭嘉惠

Doctoral Student 博班生

Email: 

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吳尚庭

Master Student 碩班生

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郭育廷 

Master Student​ 碩班生

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徐道悅

Master Student 碩班生

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連筱萍

Master Student 碩班生

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​楊佳穎

Master Student 碩班生

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​邱柏修

Master Student 碩班生

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林于雄 

Master Student 碩班生

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On-going Projects

Using the eye tracking and magnetoencephalography methods to explore the process of science and mathematics learning in the augmented reality environments 

利用眼球追蹤與腦磁圖分析方法探索AR環境中的數理學習歷程並分析回饋對學習的影響

(MOST 106-2511-S-003 -035 -MY3)

Learning in the digital mobile environments is becoming an unavoidable trend in science and mathematics education. However, whether the applications of the new digital technologies can improve learning and how to assist learners with various personal traits and needs to adapt themselves in the mobile and interactive environments? It needs more educational studies to answer these issues. One objective of this project is to use the eye tracking method to explore the process of math and science learning in the augmented reality (AR) environment. Besides, by analyzing the MEG signals before after AR learning, and assessing learner characteristics such as epistemic beliefs and prior knowledge, the project hopes to identify important cognitive factors affecting AR learning and distinguish different learner groups so as to develop the individualized adaptive feedback system for AR learning.

Using eye-tracking methods to analyze the process of solving physics problems

物理學習與解題歷程探究

(MOST 105-2628-S-003 -004 -MY3)

This three-year project will use eye tracking techniques and conduct clinical interviews to explore the differences in the processes of solving physics problems between expert and novice learners. In addition, we will also explore how a training program affects learners’ problem solving skills and strategies. To achieve these goals, this project has the following four major tasks. The first is to explore both expert and novice learners’ problem solving processes, particularly on the distributions of their visual attention and the strategies they use for solving the problems. The second is to investigate the time widows in different problem solving stages.The third task is to explore the relationships among students’ comprehension of physics problems, performances of physics problem solving, and their scientific competencies. The final task is to examine how a training or learning program affects students’ strategies for problem solving and the distributions of their visual attention.

** 深耕計畫:深化科學教育研究與國際鏈結 - 跨領域科學學習認知歷程與認知機制探究