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Exploring effects of discussion on visual attention, learning performance, and perceptions of students learning with STR-support

机译：探索讨论对视觉注意力，学习表现和在STR支持下学习的学生的看法的影响

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摘要

In this study, we aimed to explore effects of discussion on visual attention, learning performance, and perceptions of non-native English speaking students attending lectures in English in learning environments supported by Speech-to-Text Recognition (STR) system. One experiment was carried out with 60 students who were assigned into the control (n = 30) and experimental (n = 30) groups. Students in the control group attended lectures without discussing lectures content whereas students in the experimental group attended lectures and discussed lectures content. Our result showed that students in the experimental group had higher fixation time during two lectures compared to their counterparts in the control group. We also found that students in the experimental group had higher fixation count during the first lecture compared to the control group but there was no difference between the two groups in fixation count during the second lecture. Our results demonstrated that the experimental group outperformed the control group on both tests. In addition, most students in the two groups had high perceptions towards usefulness of STR-text for learning; however, no differences were found between the two groups in their perceptions towards STR-text. Based on our results, we suggest that learning activities, such as student discussion, need to be introduced during lectures in order to stimulate active learning, which in turn, enhances students' learning and comprehension of lecturing content. Discussion may encourage and facilitate students to take more active role in their learning.
机译：在这项研究中，我们旨在探讨讨论对视觉-注意力，学习成绩以及非母语英语学生在语音到文本识别（STR）系统支持的学习环境中参加英语讲座的感知的影响。对60名学生进行了一项实验，他们被分为对照组（n = 30）和实验组（n = 30）。对照组的学生参加讲座而没有讨论讲座内容，而实验组的学生参加讲座并讨论了讲座内容。我们的结果表明，与对照组相比，实验组的学生在两次讲座中的固定时间更长。我们还发现，与对照组相比，实验组的学生在第一堂课中的固视点数更高，但是在第二堂课中，两组之间的固视点数没有差异。我们的结果表明，在两个测试中，实验组均优于对照组。另外，两组中的大多数学生对STR文本对学习的实用性有很高的认识。然而，在对STR文本的理解上，两组之间没有发现差异。根据我们的结果，我们建议在授课过程中需要引入诸如学生讨论之类的学习活动，以激发主动学习的能力，从而增强学生的学习和对讲课内容的理解。讨论可以鼓励和促进学生在学习中发挥更积极的作用。

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