Using Facial Recognition Technology in the Exploration of Student Responses to Conceptual Conflict Phenomenon

Autor/inn/en	Liaw, Hongming Leonard; Chiu, Mei-Hung; Chou, Chin-Cheng
Titel	Using Facial Recognition Technology in the Exploration of Student Responses to Conceptual Conflict Phenomenon
Quelle	In: Chemistry Education Research and Practice, 15 (2014) 4, S.824-834 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/C4RP00103F
Schlagwörter	Human Body; Recognition (Psychology); Nonverbal Communication; Emotional Response; Learning Processes; Cognitive Processes; Concept Formation; Conflict; Scientific Concepts; Technology Uses in Education; Science Education; Quasiexperimental Design; Pretests Posttests; Science Tests; Visualization; High School Students; Foreign Countries; Statistical Analysis; Taiwan (Taipei) + Suchen Sie Ihr Suchwort? Menschlicher Körper; Recognition; Wiedererkennen; Non-verbal communication; Nonverbale Kommunikation; Emotionales Verhalten; Learning process; Lernprozess; Cognitive process; Kognitiver Prozess; Concept learning; Begriffsbildung; Konflikt; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Naturwissenschaftliche Bildung; Visualisation; Visualisierung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland; Statistische Analyse
Abstract	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. (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01