Analysis of Eye Movements according to Emotions during Elementary Students' Observation Activities
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1 , pp Analysis of Eye Movements according to Emotions during Elementary Students' Observation Activities Younghyun Park 1, Eunae Kim 1, Ilho Yang 1 1 Department of Elementary Education, Korea National University of Education, Chungbuk , Korea Abstract. The goal of this study was to review the effects of emotions on observation target by elementary school students using the eye tracking method. A task of observing photographs of spiders was presented to two groups of elementary students with either positive or negative emotions for spiders, while tracking their eye movements. As a result, the group expressing positive emotions watched the spiders longer than the group with negative emotions. The group with positive emotions also watched specific parts of the spider longer than the opposing group. Keywords: observation, observation activity, emotion, eye movement 1 Introduction Emotions play a crucial role as a component of learning in children, affecting their curiosity, creativity, and problem-solving ability [1], and motivation for learning [2]. In addition, the learning is more effective when performed with consideration of relevant emotions; the learning performed without consideration of emotions can decrease the effect of learning. Kwon et al. [3] reported the necessity of more active progress of following researches investigating the generation process of scientific emotion and developing the emotion-based teaching-learning programs. It implies that the preceding should be conducted regarding the role of sensitivity or emotion in science education. Observations are important not only for science itself, but also for the beginning point of inquiry in science education [4]. The processes or methods of observation can vary among persons or in differing situations [5]. Because the characteristics of students that appear when they conduct inquiry should be carefully observed for effective inquiry learning [6], it is necessary to analyze how the learner approaches the object during the observation process. The observation ability of students cannot be judged from their superficial attitude in observation or the quality and quantity of their report [7]. Empirical approaches to the manner in which students perceive information during their observation are required. In this research, intentional and unintentional eye movements of subjects were analyzed by quantifying the data by the ISSN: ASTL Copyright 2016 SERSC
2 eye tracking method [8], and were applied to review the effects of the emotions of students related to targets in controlled observational activities. 2 Method 2.1 Subjects Among 84 students who were in the 6th grade of elementary schools in metropolitan cities, a total of 14 students (seven students with positive emotions and seven students with negative emotions) were chosen as the final test subjects. Conditions of the eye tracking rate, academic achievement, hand-in-major-use [9], and cognitive style [10] were controlled. 2.2 Tasks The spiders and spider webs had variations in shape and appearance and visual observation usually becomes the main activity of spider observation, so that it was appropriate to the eye movement research task [11]. In this research, 20 photos of spiders, which had been used for an observation task of previous eye tracking research [11], were shown to elementary students, and then five photos (T1~T5) with similar proportions of negative and position reactions were finally chosen as the observation tasks. 2.3 Data collection and analysis The measuring device was the X2-60 of Tobii and the bar-type equipment was installed on the lower part of the computer monitor. The task paradigm consisted of five photos of spiders. Instructions notifying the start and end were added. Subjects were instructed to observe targets freely and move on to the next image after sufficient observation. After finishing the task, the recorded flow of eye tracking was replayed and the retrospective verbal protocol (RVP) was collected. The complete research procedure was recorded, and the printed task was reviewed again after collection of the RVP to verify and survey the students emotions by a 5-point index of the Likert scale. Collected eye tracking data were utilized to analyze total observation time, the relative duration heatmap, etc., using the Tobii Studio eye-tracker analysis software. The minimum setting of fixation was 100 ms as used in previous research [12]. For a comprehensive analysis, the recorded video of the observation activity and survey papers for emotions were also utilized as analytical data combined with the eye tracking result. 218 Copyright 2016 SERSC
3 3 Results 3.1 Comparison of observation time for each subject by emotion type To review the variation of observation time for the emotional response to targets, the total observation time from the beginning of the observation to the end was compared using the Mann-Whitney U test (Table 1). As a result, T5 demonstrated a statistically significant difference. No statistically significant differences in T1, T2, T3, or T4 were observed. On average, however, subjects with positive emotions (P) demonstrated longer observation times than the negative (N) subjects. Table 1. Observation time comparison by type of emotion (*p < 0.05) Task Emotion n m SD Z T1 T2 T3 T4 T5 P N P N P N P N P N * 3.2 Comparison of relative duration heatmaps by emotion type A relative duration heatmap is the result of the visualized ratio of individual eye fixations to total fixation time (Table 2). As the fixation time gets longer, the intensity of the red coloration increases, and the intensity of the violet coloration increases as the fixation time gets shorter. Overall, while they were watching spiders, the subjects tended to observe the head of the spiders for a longer period of time than the webs, legs, bodies or other backgrounds. The T3 image elicited more concentration on the more splendid pattern on the body than the head. That result corresponded with previous research results [13] indicating that noticeable stimuli prompted increased concentration. The positive group showed a greater degree of violet coloration than the negative group, thereby implying that subjects with positive emotions observed the target more evenly. In comparison with other parts of the spiders, the areas around the eyes and mouth were marked with more reddish coloration in the heatmaps of the positive group, therefore confirming that they watched these parts more carefully task. From Copyright 2016 SERSC 219
4 the results, it is determined that the group with negative emotions tended to avoid the observation rather than watching it uniformly. Table 2. Relative duration heatmap for each task Task Positive Negative Task Positive Negative T1 T2 T3 T4 T5 4 Conclusion No statistically significant difference existed in observation time for each type of emotion, but, on average, subjects with positive emotions watched the target longer than subjects with negative emotions. Also, comparing the relative duration heatmaps, subjects with positive emotions demonstrated a wider range of observation than subjects with negative emotions, and watched noticeable parts of the target more carefully, such as the eyes and mouth. Students with positive emotions are concluded to have more interest in observing a target and watching it in detail than students with negative emotions. For activities that mainly depend on visual observation, learners may show a tendency of avoiding a target according to their emotions, thereby negatively impacting their educational performance. Teachers should be alert to these factors during observation activities. References 1. Chiang, W. W., Liu, C. J.: Scale of academic emotion in science education: Development and validation. International Journal of Science Education, 36(6), (2014) 2. Reeve, J.: Understanding motivation and emotion. John Wiley & Sons. (2014) 220 Copyright 2016 SERSC
5 3. Kwon, W. J., Shin, D. H., Han, H. Y., Park, Y. B.: Relationships between types of emotional words and abilities of science-knowledge generation in students' scientific observation and rule-discovery. Journal of the Korean Association for Research in Science Education, 24(6), (2004) 4. Chadwick, B., Barlow, S.: Science in Perspective: Book I. Marrickville, Australia: Science Press (1994) 5. Kwon, Y. J., Jeong, J. S., Park, Y. B., Kang, M. J.: A Philosophical study on the generating process of declarative scientific knowledge: Focused on inductive, abductive, and deductive processes. Journal of the Korean Association for Research in Science Education, 23(3), (2003) 6. Anderson, R. D. (2002). Reforming science teaching: What research says about inquiry. Journal of Science Teacher Education, 13(1), Park, O. G., Jhun, Y. S.: The Exploration of the characteristics of learners in scientific observation situations and the students' perceiving meanings of observation. Journal of Learner-Centered Curriculum and Instruction, 14(65), (2014) 8. Mcfadden, S. A., Khan, A., Wallman, J.: Gain adaptation of exogenous shifts of visual attention. Vision Research, 42(24), (2002) 9. Bakan, P.: Hypnotizability, laterality of eye-movements and functional brain asymmetry. Perceptual and Motor Skills, 28(3), (1969) 10. Riding, R. J., Cheema, I.: Cognitive style - An overview and integration. Educational Psychology, 11(3&4), (1991) 11. Yang, I. H., Choi, H. D., Jeong, M. Y., Lim, S. M.: Differences in eye movement during the observing of spiders by university students` cognitive style -Heat map and gaze plot analysis. Journal of Science Education, 37(1), (2013) 12. Robert, H. T., John, F. L., Frederick, J. B.: An exploration of the use of eye-gaze tracking to study problem-solving on standardized science assessment. International Journal of Research, & Method in Education, 29(2), (2006) 13. Peter, R. J., Iyer, A., Itti, L., Koch, C.: Components of bottom-up gaze allocation in natural images. Vision Research, 45, (2005) Copyright 2016 SERSC 221
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