An Eye-Tracking Study of Different Metacognitive-Ability Nursing Student’s Recognition Processes While Viewing Diagram and Text Representations

• Main Authors: Tseng, Wenyen, 曾文彥
• Other Authors: Wen, Meichun Lydia
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/852tw2

博士 === 國立彰化師範大學 === 科學教育研究所 === 107 === Nursing students need to view and judge the patient's diagnostic information both in textbook learning and in future clinical work. These information, such as vital sign diagrams, are usally missing in the textbooks. Metacognition is a critical element that correlates to the learning process. Utilizing metacognition, nursing students ought to be able to systematically analyze complex situations in a classroom and to integrate the knowledge into their clinical practice. Nevertheless, there is a lack of research on metacognition in nursing education. There are two study in this research.The first study aimed to develop a Nursing Metacognition Scale of junior college students in Taiwan in order to easily and quickly understand nursing students’ metacognition ability for learning and practicing. The purpose of the second study was to use two different diagram and text representations, “comprehensive diagram and text representations” inluding traditional fever type texts and diagrams in the textbook plus vital sign and “traditional diagram and text representations” with traditional fever type texts and diagrams in the textbook only, to explore recognition processes of different metacognitive-ability nursing students. In first study, using a survey method, a total of 854 valid samples were collected from four junior colleges. Exploratory and confirmatory factor analyses were performed to determine the best factor structure to represent the Nursing Metacognition Scale. The exploratory factor analysis resulted in 33 items and six factors, namely “Declarative Knowledge,” “Procedural and Conditional Knowledge,” “Planning,” “Information Management Strategies,” “Debugging Strategies,” and “Monitoring and Evaluation.” The Cronbach’s α was .939 for the full scale and .706 ~ .896 for the six subscales. The results of the confirmatory factor analysis verified that the Nursing Metacognition Scale had a good fit. The findings support that the Nursing Metacognition Scale is an appropriate tool for measuring nursing students’ metacognitive ability, and can be used for learning and teaching in nursing education. In second study, the study recruited 83 nursing students from junior colleges in Taiwan to participate and the study included three phases. Firstly, participants were asked to complete prior knowledge test and Nursing Metacognition Scale for nursing students. Secondly, they viewed the diagram and text representations on the computer screen while eye movement behaviors were collected by an eye tracker. In the last phase, each participant was asked to complete judgment of learning, confidence judgment, a learning performance test and interview(strategies). The results revealed that high metacognitive-ability participants spent longer mean fixation duration and total fixation durations on the text of comprehensive diagram and text representations, and more inter-scanning counts between traditional fever diagrams and vital sign diagrams in comprehensive diagram and text representations. The qualitative data analysis of the interviews also displayed that high metacognitive-ability students were text-directed viewer on the comprehensive diagram and text representations and compared between traditional fever diagrams and vital sign diagrams. They performed better in learning performance because they were more efficient in cognitive processing to pay attention on text and to integrate information between traditional fever diagrams and vital sign diagrams. Metacognition was significantly related to eye movement and learning performance. This study provided evidence that participants with different levels of metacognition had different eye-movement behaviors, strategies and learning performance while viewing comprehensive diagram and text representations. Future studies may explore the students’ visualization patterns in viewing learning materials for students with different levels of metacognitive-ability.