Comparing Cognitive Processes in Math Problem Solving Between Comics and Text: An fNIRS and Eye-tracking Study

• 발행기관: 한국교원대학교 뇌·AI기반교육연구소
• 저자명: Doyeon Ahn Hyemin Kim Kwnag-Ho Lee
• 간행물 정보: 『Brain, Digital, & Learning』제14권 제2호, 185~195쪽, 전체 11쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2024.06.30

국문 초록

This study aimed to determine if there are differences in students' mathematical problem-solving processes based on the method of problem presentation, using cognitive neuroscience as a basis. It particularly analyzed the differences between comics and text, which are variously used in textbooks. Elementary students in grades 5 and 6 solved two types of math problems presented in comics and text, and their eye movements and brain activity were measured using an eye tracker and fNIRS device. When the same problems were presented in both comics and text, neuroimaging results showed higher brain activation during comic-based problem-solving, though this difference was not statistically significant. Analysis of eye-tracking data revealed that the comic group had longer fixation durations compared to the text group, while the number of fixations was similar between the groups. These findings oppose concerns that educational comics might hinder active cognitive processes or distract students' attention. Based on these results, this study proposes strategies for using educational comics in mathematical problem-solving.

목차

Introduction

Theoretical Background

Methods

Results

Discussion

Conclusion Implications

키워드

Math comics fNIRS eye-tracking math problem-solving neuroimaging