Eye Movement Study Based On Worked-Example Learning Of Learning Expertise

Both the worked-examples in science teaching and the demonstration of excellent students to un-excellent student can be seen as worked example learning.Worked example are experts' problem-solving steps from which the learner learns to solve problems.worked-example learning is a way for students to learn concepts or rules.The study of worked-example learning has been the main research topic of education psychology since the 1950 s.Studies have found that the complete worked-example learning effect is not lasting for low level students(novice students).Because low level students cannot learn the incomplete worked-examples,the true and false examples actively and interactively,the learning effect of that two kinds of examples is not good enough.Examples with cuing does not always promote the learning effect of low level students because:(1)Some worked-examples may be designed with expert teachers to solve the problem,low level students are difficult to understand it;(2)Low level students can pay attention to the cuing but can't understand it correctly.Because of those reasons,the research here will design example based on learning expertise,and to explore the effect of example learning to novice students.Experiment1: a selection of experts students of 25 students,25 new students,adopt single factor between subjects design,choose "negative reinforcement and negative penalty" problem,based on both eye tracking method data and data of thinking aloud and find expert students problem solving accuracy significantly more than the nnovice students;The students' fixation time and fixation times and key information of the key information were significantly more than that of the novice students.The results of the thought data show that compared with the novice students,the expert students pay more attention to the key information of the problem.They use the heuristic strategy to extract more relevant knowledge to solve the problem.Finally,the worked-example of experiment 2 is designed in this study: the key information has(no)cuing and the worked-example with(no)explanation.Experiment2:The experiment selected 118 novice students,by using 2(with cuing and without cuing)x 2(explanation and no explanation),the use of eye tracking method,discusses the key information of cuing,the explanation for the key information for novice students the effects of the worked-example to study the results found that(1)cuing,explanation novice students interested in the fixation time,cuing no main effect,explanation has the main effect,with no interaction effect significantly.Group is not the same case to cuing the total fixation times without significant influence,but has influence to explain area,show the without cuing-explanation the worked-example group has the most times,in turn,is cuing-explanation worked-example group,cuing-no explanation the worked-example group,no cuing-explanation worked-examplee set a minimum;(2)real-time test scores and delayed test scores of the novice students.The main effect of the cuing is not significant,and the main effect of the explanation is significant,and the marks and explanations have significant interaction effects.(3)the continuing degree of learning by novice students is explained by the main effect,and the decline of test results after a week by the novice students of the worked-example group is more obvious than that of the no explanation worked-example group.This study reconfirms the results of the studies that have already been done and designs worked-example for the key information to be cuing and explanation.With explanations of key information of the worked-example learning effect comparison study found that novice students more attention,processing and interpretation,rather than the cuing information,therefore is without of key information,but the interpretation of the key information of the worked-example real-time learning results and delay learning results have significant role in promoting,but explanation result in faster attenuation of learning.