自作論文を対象とした学習者と指導者の視線情報に基づくメタ認知的推察活動の活性化

抄録

Metacognition is essential for learning. For the learners, writing activity with the expert is a great opportunity to acquire the metacognitive knowledge by inferring the expert’s metacognitive processes for critical reading. In this study, we define “metacognitive inference activities” as inferring experts’ metacognitive thinking processes. In order to support learners’ metacognitive inference activities, we analyze the potential of eye-movements information as a novel learning material to promote learners’ critical reading of their own academic paper. Based on learners’ and experts’ eye-movement information, the proposed system provides two different types of visualization: “comparative heat map view” which shows the differences between total gazing-time of respective sentence-objects of the learner and those of the expert, and “eyemovements visualization view” which represents the untouched expert’s eye-movements processes during his/her critical reading. Experimental results showed that the visualized information of the comparative heat map and the experts’ eyemovements processes have the potential to promote learners’ metacognitive inference activities towards being aware of metacognitive knowledge without instructions.