Since 2011, the current research team has utilized two counter-intuitive scientific experiment videos, namely, “The Re-Boiling of Water” and “Ball Racing”, to instigate conceptual conflicts. Instructional tools were designed based on POEVC to explore the relationships between learners’ facial microexpression states (FMES) and conceptual conflicts-generated conceptual change. Through the adoption of the decision tree methodology, predictive conceptual change paths were built based on FMES reactions. Key FMES that can be used to predict student conceptual change in conceptual conflict scenarios were identified. I addition, we had also attempted to further explore the relationships between FMES and conceptual change through biofeedback such as eye tracking, skin temperature, and skin conductance response. Results show important correlation between FMES and eye tracking data, and FMES and skin temperature/skin conductance response. The participants were mainly Taiwanese middle school or university students. Research findings were published in international journals. To further explore the differences in science learning processes between Mainland and Taiwan students, the current study went to Hangzhou Normal University to collect data in October, 2017. Through comparative analysis, it was found that student reactions in the experiment were similar, indicating consistency in the relations between facial expression changes and learning performance across different regions. Future studies should expand to groups with different cultural backgrounds so as to obtain even more compelling evidence and findings.
|Effective start/end date||2017/08/01 → 2019/10/31|
- facial microexpression states
- eye tracking
- skin temperature reaction
- skin conductance response
- conceptual conflict
- conceptual change
- science learning
- science education
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