Using facial recognition technology in the exploration of student responses to conceptual conflict phenomenon

Hongming Leonard Liaw, Mei-Hung Chiu , Chin Cheng Chou

研究成果: 雜誌貢獻文章

7 引文 (Scopus)

摘要

It has been shown that facial expression states of learners are related to their learning. As part of a continuing research project, the current study delved further for a more detailed description of the relation between facial microexpression state (FMES) changes and learning in conceptual conflict-based instructions. Based on the data gathered and analyzed through the lenses of two theoretical frameworks, it was revealed that not only is there a significant relationship between FMES changes and students' macro-submicroscopic understandings, FMES was also shown to be a viable reference for differentiating students who are more likely to undergo conceptual change or able to provide, at a minimum, a scientifically accurate description of the concept taught.

原文英語
頁(從 - 到)824-834
頁數11
期刊Chemistry Education Research and Practice
15
發行號4
DOIs
出版狀態已發佈 - 2014 十月 1

指紋

Students
facial expression
learning
Macros
Lenses
research project
student
instruction

ASJC Scopus subject areas

  • Chemistry (miscellaneous)
  • Education

引用此文

Using facial recognition technology in the exploration of student responses to conceptual conflict phenomenon. / Liaw, Hongming Leonard; Chiu , Mei-Hung; Chou, Chin Cheng.

於: Chemistry Education Research and Practice, 卷 15, 編號 4, 01.10.2014, p. 824-834.

研究成果: 雜誌貢獻文章

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