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Publication
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| Research Title |
Effect of Game-transform Inquiry-based Learning with Interactive Video on Scientific Understanding and Tracking Visual Attention on Learning Stimuli |
| Date of Distribution |
26 January 2024 |
| Conference |
| Title of the Conference |
2024 IEEE 7th Eurasian Conference on Educational Innovation (IEEE ECEI 2024) |
| Organiser |
IEEE Eurasian Conference on Educational Innovation (IEEE ECEI) |
| Conference Place |
Kasetsart University |
| Province/State |
Bangkok, Thailand |
| Conference Date |
26 January 2024 |
| To |
28 January 2024 |
| Proceeding Paper |
| Volume |
- |
| Issue |
- |
| Page |
- |
| Editors/edition/publisher |
- |
| Abstract |
Scientific understanding is a fundamental step in the comprehension of scientific phenomena. Educators constantly seek to implement diverse learning approaches and tools to enhance student learning skills. This study investigates the impact of an integration of a game-transformed inquiry-based learning approach and interactive video on secondary school students’ scientific understanding of biological concepts. It compares classes utilizing this approach with and without interactive video against conventional inquiry-based learning, 5Es. In addition, another focus of the study is how digital learning tools, specifically games and interactive videos, engage students’ attention as measured by eye-tracking technology. The participants were 130 11th-grade students. In pre-and post-test, 14 two-tier multiple-choice questions were used to assess student’s scientific understanding of the human circulatory system. The results were analyzed using a t-test and One-Way ANOVA. The findings indicate that the 5Es inquiry learning enhances students’ scientific understanding, with the gamed-transform inquiry-based learning showing further improvement. Notably, the post-test mean score for the class using gamed-transform inquiry-based learning with interactive video was significantly higher than the other classes. Additionally, two volunteers from the classes using gamed-transform inquiry-based learning, with and without interactive video, were selected to assess visual attention and underlying cognitive processes during learning. The Tobii Pro Spectrum was employed to monitor eye movement behavior, and the Tobii Pro Lab was used for data analysis. The eye movement metrics revealed distinct behavioral patterns; the interactive video captured participants’ attention more quickly than the game. However, the game was more effective in maintaining prolonged fixation time and drawing participants’ attention to relevant content, as evidenced by a higher percentage of fixation on the game screen and a lower percentage of attention lapses. |
| Author |
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| Peer Review Status |
มีผู้ประเมินอิสระ |
| Level of Conference |
นานาชาติ |
| Type of Proceeding |
Full paper |
| Type of Presentation |
Oral |
| Part of thesis |
true |
| ใช้สำหรับสำเร็จการศึกษา |
ไม่เป็น |
| Presentation awarding |
false |
| Attach file |
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| Citation |
0
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Journal Publication
ไทย