Abstract
In this study, we propose a learning strategy using a highlighter pen to improve the learning efficiency of learners. This method makes the important information stand out by colouring text. It is known that highlighting important points of sentence problems with a highlighter pen improves the speed of answers and correct answer rates, especially in school subjects, such as Japanese and mathematics. In this study, we focused on the gaze movement and analysed the gaze dwell time and the number of gaze movements to clarify what kind of influence and learning effect it has on the cognitive process.
Highlights
The mainstream of the Japanese educational policy is not to apply academic pressure on the students
We focused on the highlighter pen
The training method used in Group B that we propose showed the effectiveness for the students in the lower grade in terms of decreasing number in gaze movements
Summary
The mainstream of the Japanese educational policy is not to apply academic pressure on the students. In order to foster students’ abilities to solve questions, the introduction of active learning is considered to be effective to raise their creativities In other words, it is a matter, that students should have mastered the basic knowledge and academic ability prior to being introduced to active learning. Regardless of any learning strategy, learners use various writing instruments, such as pencils, mechanical pencils, and ballpoint pens. As a result of these studies, it was shown that the learning effect was observed as expected; the reason for this occurrence has not yet been confirmed It is not clarified what kinds of influence extended to the learner’s attention, consciousness, memory and others by using a highlighter pen. We clarified the relationships and the changes between the improvement of the learner’s performance, eye movement and gaze time before and after learning using that content
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