Eye-tracking indicators of emotions
during problem solving
1 | Faculty of Mathematics Physics and Technical
Science Pedagogical University of Cracow, Poland |
Data publikacji: 16-11-2017
JoMS 2017;34(3):181–196
SŁOWA KLUCZOWE
STRESZCZENIE ARTYKUŁU
Emotions, especially stress, affect a student’s intellectual functioning, achievement
and effectiveness in problem solving. Sources of stress include new and difficult
situations in which there is frustration, essentially the set of unpleasant emotions
associated with the inability to implement necessities or the difficulty in solving
a task or problem. The reaction to stress is often an escape from the frustrating
situation or resignation, which in the case of learning leads to a reduction of
effectiveness. Therefore, an important aspect of teachers’ work is helping students to
relieve stress and maintain their motivation to learn. This is particularly essential for
school subjects that are generally considered by students to be difficult. This article
discusses the results of studies in which the eye-tracking technique was used to
identify emotions, especially stress, experienced during problem solving in physics,
mathematics, computer science and biology. In this experiment, eye movement
parameters and survey data were analysed with the aim of obtaining information
on the subjective assessment of the stress level experienced during problem solving
in the field of science. Participants included 45 pupils (middle school students).
The results confirm the possibility of using eye-tracking data to diagnose negative
emotions. The results of the studies might also be useful for teachers, who might be
able to design a system of rapid intervention and student support, with the goal of
stopping students from a quick resignation of solving problems. This study fits into
the new trend of neurodidactics for the development of interdisciplinary research in
the area of teaching.
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