Comparing Cognitive Processes in Math Problem Solving Between Comics and Text: An fNIRS and Eye-tracking Study
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This study aimed to determine if there are differences in students' mathematical problemsolvingprocesses based on the method of problem presentation, using cognitiveneuroscience as a basis. It particularly analyzed the differences between comics and text,which are variously used in textbooks. Elementary students in grades 5 and 6 solved twotypes of math problems presented in comics and text, and their eye movements and brainactivity were measured using an eye tracker and fNIRS device. When the same problemswere presented in both comics and text, neuroimaging results showed higher brainactivation during comic-based problem-solving, though this difference was not statisticallysignificant. Analysis of eye-tracking data revealed that the comic group had longer fixationdurations compared to the text group, while the number of fixations was similar betweenthe groups. These findings oppose concerns that educational comics might hinder activecognitive processes or distract students' attention. Based on these results, this studyproposes strategies for using educational comics in mathematical problem-solving.
Abstract
This study aimed to determine if there are differences in students' mathematical problemsolvingprocesses based on the method of problem presentation, using cognitiveneuroscience as a basis. It particularly analyzed the differences between comics and text,which are variously used in textbooks. Elementary students in grades 5 and 6 solved twotypes of math problems presented in comics and text, and their eye movements and brainactivity were measured using an eye tracker and fNIRS device. When the same problemswere presented in both comics and text, neuroimaging results showed higher brainactivation during comic-based problem-solving, though this difference was not statisticallysignificant. Analysis of eye-tracking data revealed that the comic group had longer fixationdurations compared to the text group, while the number of fixations was similar betweenthe groups. These findings oppose concerns that educational comics might hinder activecognitive processes or distract students' attention. Based on these results, this studyproposes strategies for using educational comics in mathematical problem-solving.
참고문헌 (21)
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