시선 이동 모델링 예제가 초등학생들의 그림자 개념 형성에 미치는 효과

Abstract

Objectives This study aimed to examine the effects of eye movement modeling examples (EMME) on elementary school students' formation of the concept of shadows. Methods An EMME for concept learning in shadow formation was developed and applied to third-grade elementary school students. Post-tests were conducted immediately after the application, and delayed tests were conducted three weeks later. To compare the effects of EMME application, a control group was selected and underwent video-based learning without the presentation of EMME. They also underwent the same tests as the experimental group. Results In the post-test, there was a significant difference in the total fixation duration and fixation count for the light source in Task 1. However, in Tasks 2 and 3, although there was a difference in the average total fixation duration and fixation count for the light source, it was not statistically significant. Additionally, there was no difference in concept understanding between the two groups. In the delayed test, differences were found in the total fixation duration and fixation count for the light source in all three tasks. Furthermore, there was no statistically significant difference between the two groups in conceptual understanding. Conclusions Although EMME did not have an impact on the formation of the concept of shadows, it can be concluded that it is effective in inducing long-term gaze attention to the light source.