초등학생이 흥미 있는 생명 현상을 관찰할 때 나타나는 동공 크기 변화 유형과 사고·감성 특성
The Types of Pupil Size Changes and Cognitive and Emotional Traits When Elementary Students Observe Interesting Life Phenomena
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The aim of this study is to explore the nature of changes in pupil size and uncover the cognitive and emotional characteristics associated with such changes when elementary students experience scientific interest. Pupil size data were collected from 18 elementary students while they engaged with 7 tasks designed to elicit interest using eye-tracking technology. Additionally, semi-structured interviews were conducted to inquire about their emotional and cognitive experiences during each task. The changes in pupil size were categorized into four types: sustained, recovery, rising, and falling. The rising category was further divided into rising-sustained and rising-peak subcategories. The interview data were categorized into 8 themes through open coding: cognitive curiosity (CC), differentiation from prior knowledge (DP), inference (If), knowledge acquisition (KA), output of prior knowledge(PK), positive and negative emotions (PN), anthropomorphism (Am), and retrospection (Rp). The findings revealed that the 'recovery' and 'rising-peak' types, characterized by significant changes in pupil size, exhibited a full range of cognitive and emotional traits. Particularly, differentiation from prior knowledge (DP) and inference (If) were observed only in these two types. This suggests that significant changes in pupil size occur when diverse cognitive and emotional processes are engaged. Specifically, presenting content that differs from prior knowledge or involving inference processes triggers substantial changes in pupil size, emphasizing the intricacies of information processing.
Abstract
The aim of this study is to explore the nature of changes in pupil size and uncover the cognitive and emotional characteristics associated with such changes when elementary students experience scientific interest. Pupil size data were collected from 18 elementary students while they engaged with 7 tasks designed to elicit interest using eye-tracking technology. Additionally, semi-structured interviews were conducted to inquire about their emotional and cognitive experiences during each task. The changes in pupil size were categorized into four types: sustained, recovery, rising, and falling. The rising category was further divided into rising-sustained and rising-peak subcategories. The interview data were categorized into 8 themes through open coding: cognitive curiosity (CC), differentiation from prior knowledge (DP), inference (If), knowledge acquisition (KA), output of prior knowledge(PK), positive and negative emotions (PN), anthropomorphism (Am), and retrospection (Rp). The findings revealed that the 'recovery' and 'rising-peak' types, characterized by significant changes in pupil size, exhibited a full range of cognitive and emotional traits. Particularly, differentiation from prior knowledge (DP) and inference (If) were observed only in these two types. This suggests that significant changes in pupil size occur when diverse cognitive and emotional processes are engaged. Specifically, presenting content that differs from prior knowledge or involving inference processes triggers substantial changes in pupil size, emphasizing the intricacies of information processing.
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