지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
이 논문의 연구 히스토리 (3)
2023
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The aim of this study is to explore the nature of changes in pupil size and uncover the cognitive and emotional characteristics associated with such changes when elementary students experience scientific interest. Pupil size data were collected from 18 elementary students while they engaged with 7 tasks designed to elicit interest using eye-tracking technology. Additionally, semi-structured interviews were conducted to inquire about their emotional and cognitive experiences during each task. The changes in pupil size were categorized into four types: sustained, recovery, rising, and falling. The rising category was further divided into rising-sustained and rising-peak subcategories. The interview data were categorized into 8 themes through open coding: cognitive curiosity (CC), differentiation from prior knowledge (DP), inference (If), knowledge acquisition (KA), output of prior knowledge(PK), positive and negative emotions (PN), anthropomorphism (Am), and retrospection (Rp). The findings revealed that the 'recovery' and 'rising-peak' types, characterized by significant changes in pupil size, exhibited a full range of cognitive and emotional traits. Particularly, differentiation from prior knowledge (DP) and inference (If) were observed only in these two types. This suggests that significant changes in pupil size occur when diverse cognitive and emotional processes are engaged. Specifically, presenting content that differs from prior knowledge or involving inference processes triggers substantial changes in pupil size, emphasizing the intricacies of information processing.
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