Establishment And Application Of Geospatial Positioning Ability Evaluation Model Based On Eye Tracking

Geospatial positioning ability,as a complex spatial cognitive process,is one of the basic abilities necessary for human survival and development.It has fundamental significance for students' learning,life and lifelong development.Evaluating geospatial positioning ability from the perspective of spatial cognition is conducive to promoting its effective cultivation.This study constructs an evaluation model of geospatial positioning ability based on eye movement index for senior high school students,which can provide reference for innovating the evaluation method of geospatial positioning ability from the perspective of spatial cognition,discovering the cognitive law of geospatial positioning,and exploring the training strategy of geospatial positioning ability.Based on theoretical deduction,this paper constructs an evaluation index system including three first-level indicators,process indicators and search indicators,and six second-level indicators.Eye tracking experiments were designed,which included three tasks ranging from simple to complex.A total of 55 senior high school students from Jianping Middle School in Shanghai and No.3 Middle School in Suzhou were selected as experimental samples.Qingyan Eye Control V2.0 eye tracker was used to track the spatial positioning process of samples.Bayesian structural equation model is applied to verify the rationality of the evaluation model of geospatial positioning ability,and the indicators show that the model fits well.At the same time,based on behavioral indicators(correctness),we test the significance of the difference between the two groups in the ability of geospatial positioning,and verify the reasonableness of the evaluation model again.The final evaluation model of geospatial positioning ability is used to divide the subjects into high and low levels.According to the eye movement characteristics of the high and low level subjects who completed the task of spatial positioning,it was found that there were significant differences in the acquisition of map information and the use of positioning strategies.The cognitive law of geospatial positioning were revealed by comparing the differences.It is found that the cognitive process of geospatial positioning pays attention to the acquisition of map structural information,and can transfer the acquired structural information to the positioning process,and then complete spatial positioning by two positioning strategies: relative position and distance with reference objects or psychological construction and operation of complex images.Based on this spatial cognitive law,three positioning strategies are put forward: grasping the map as a whole,extracting structural information,focusing on spatial relations,determining relative positions,constructing psychological maps and manipulating complex images,which can provide reference for cultivating senior high school students' ability of geospatial positioning.