동영상을 활용한 과학교과의 복습과 예습에서나타나는 초등학생의 주의집중 분석

Abstract

The use of videos for review and preview has been widely adopted as a strategy tocomplement classroom instruction. The purpose of this study is to analyze elementaryschool students' attention and gaze allocation in science review and preview situations using video-based learning by extracting mind wandering (MW) and gaze attention through eye-tracking methods. The study participants were 13 sixth-grade elementary school students. The tasks for review and preview were selected based on the class curriculum and involvedediting EBS educational videos into 10-minute segments. Data collection was conductedusing Tobii’s X2-60 eye-tracking device. The review task was performed after the classroomlesson, whereas the preview task was performed before the classroom lesson. For dataanalysis, MW occurrences were identified and extracted based on fixation durations of over400 ms that lasted for at least 2 seconds. Fixation duration for AOIs (Areas of Interest) wasalso extracted and analyzed. The results showed that MW, indicating disengagement ofattention, occurred at an average rate of 3.09% in the review task and 2.54% in the previewtask, with no significant difference in MW time and frequency between the two conditions. Additionally, there was no significant difference in MW time between the review-preferenceand preview-preference groups during task performance. The frequency of MW occurringin each TOI (Time of Interest) segment of the review and preview tasks also showed nosignificant difference. Regarding gaze attention allocation, students paid more attention tolecture slides in the review condition, while they focused more on the teacher in the previewcondition. These findings suggest that although there is no significant difference in thelevel of attention between review and preview tasks, different cognitive processing patternsemerge in each condition.