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閱讀認知與眼動實驗室

實驗室簡介

本實驗室是由簡郁芩副教授領導,發展方向包含:眼動與閱讀、眼動軟體技術開發、圖文閱讀、閱讀心理學。 

研究設備

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研究團隊

 
教授姓名:簡郁芩
職稱:副教授
研究方向:眼動與閱讀研究、眼動軟體技術開發等
姓名:王孜甯
職稱:博士生
研究方向:眼動與圖文閱讀、教學訊息設計
姓名:吳怡潔
職稱:專任研究助理
研究方向:協助眼動實驗、採購核銷
姓名:李國瑄
職稱:碩士生
研究方向:閱讀障礙與科學文本
姓名:張雅茗
職稱:大學生兼任助理
工作內容:計畫行政核銷、研究支援等
姓名:邰浩原
職稱:大學生兼任助理
工作內容:經費核銷、電子書與實體書眼動實驗支援
姓名:詹弘毅
職稱:大學生兼任助理
工作內容:計畫行政核銷、研究支援等

校內榮譽一覽
得獎年度 獎項名稱 頒獎單位
107 獎勵學術卓越教師:特聘教授(107年-109年) 國立臺灣師範大學
107 國立臺灣師範大學教育學院「研究優良獎」 國立臺灣師範大學教育學院
106 獎勵學術卓越教師:優聘教授(106年-108年) 國立臺灣師範大學
106 學術論文暨專書獎助 國立臺灣師範大學研發處
105 學術論文暨專書獎助 國立臺灣師範大學研發處
104 學術論文暨專書獎助 國立臺灣師範大學研發處

校外榮譽一覽
得獎年度 獎項名稱 頒獎單位
107 「年輕學者養成計畫—哥倫布計畫」五年期(107~) 科技部
107 MOST Young Scholar Fellowship 科技部
105 「優秀年輕學者專題研究計畫」三年期(2016-2019) 科技部
104 科技部補助大專院校延攬特殊優秀人才獎(2015-2018) 科技部
103 博士後研究人員學術著作獎 科技部

研究計畫一覽
 
年度 計畫名稱 參與人 擔任之工作 計畫時間 補助/委託機構 說明 備註
108 以眼球追蹤和深度影像分析技術探討RR、VR到MR環境中科學閱讀與實作探究的認知歷程並發展虛實結合的自動回饋系統(2/5) 簡郁芩 計畫主持人 2019年02月~2020年01月 科技部 哥倫布計畫 (108-2636-H-003-003-)
107 以眼球追蹤和深度影像分析技術探討RR、VR到MR環境中科學閱讀與實作探究的認知歷程並發展虛實結合的自動回饋系統(1/5) 簡郁芩 計畫主持人 2018年02月~2019年01月 科技部科國司 哥倫布計畫 (107-2636-S-003-001-)
105 科技縮短閱讀困難讀者與文本距離之試探研究--科技縮短閱讀困難讀者與文本距離之試探研究暨學習障礙中學生在學科閱讀之探討與介入: 來自智慧閱讀與眼動的證據(兩年期) 簡郁芩 共同主持人 2016年08月~2018年07月 科技部人文司 / (105-2410-H-003 -072 -MY2)
105 科技縮短閱讀困難讀者與文本距離之試探研究--以科學圖文閱讀的眼動資料和測驗表現建置國中小弱讀者即時回饋的智慧閱讀系統(三年期) 簡郁芩 計畫主持人 2016年08月~2019年07月 科技部人文司 優秀年輕學者研究計畫 (105-2628-H-003-002-MY3)
104 可攜式可見光眼動儀:眼動資料分析、心理意涵探討、使用者介面設計--子計畫二:以眼動指標預測圖文閱讀理解:支援可攜式可見光眼動儀學習環境的建置 簡郁芩 共同主持人 2015年08月~2018年07月 科技部科國司 / (104-2511-S-003-013-MY3)
103
以眼動型態和閱讀測驗探討兒童閱讀科學圖文的認知歷程與識圖能力的發展(三年期)
 
簡郁芩 計畫主持人 2014年08月~2017年07月 科技部科國司 獨立博後研究學者專題研究計畫 (103-2511-S-003-065-MY3)

期刊論文:眼動與閱讀
Jian, Y. C.*  (2019). Reading instructions facilitate signaling effect on science text for young readers: an eye-movement study. International Journal of Science and Mathematics Education, 17, 503-522.【Impact factor: 1.086; Ranking: 162/239 = 68% (Education & Educational Research)】, (SSCI) [PDF]

Jian, Y. C.* (2018). Reading instructions influence cognitive processes of illustrated text reading not subject perception: An eye-tracking study. Frontiers in Psychology (in press).【Impact factor: 2.089; Ranking: 39/135 = 29% (Psychology, Multidisciplinary)】, (SSCI) [PDF]

Jian, Y. C.* (2018). Teaching Fourth-Grade Students of Different Reading Abilities to Read Biological Illustrations and Integrate in Text Information: An Empirical Experiment (in press).【Impact factor: 1.568; Ranking: 96/239 = 40% (Education & Educational Research)】,Research in Science Education, (SSCI) [PDF]

Jian, Y. C. & Ko, H. W. (2017). Influences of text difficulty and reading ability on learning illustrated science texts for children: An eye movement study. Computers and Education, 113, 263-279.【Impact factor: 3.819; Ranking: 7/235 = 3% (Education & Educational Research)】, (SSCI) [PDF]

Jian, Y. C.* (2017). Eye-movement patterns and reader characteristics of students with good and poor performance when reading scientific text with diagrams. Reading and Writing, 30(7),1447-1472.【Impact factor: 1.498; Ranking: 69/235 = 29% (Education & Educational Research)】, (SSCI) [PDF]

Jian, Y. C., & Wu. C. J. (2016).The function of diagram with numbered arrows and text in helping readers construct kinematic representations: Evidenced from eye movements and reading tests. Computes in Human Behavior, 61, 622-632.【Impact factor: 2.694; Ranking: 20/129 (Psychology, Multidisciplinary)】, (SSCI) [PDF]


Jian, Y. C. (2016). Fourth graders’ cognitive processes and learning strategies for reading illustrated biology texts: eye movement measurements. Reading Research Quarterly,51(1), 93-109.【Impact factor: 2.884; Ranking: 6/224 (Education & Educational Research), 6/55 (Psychology Educational)】, (SSCI) [PDF]


Jian, Y. C., & Wu, C. J. (2015). Using eye tracking to investigate semantic and spatial representations of scientific diagrams during text-diagram integration. Journal of Science Education and Technology, 24(1) , 43–55. 【Impact factor: 1.214; Ranking: 55/224 (Education & Educational Research)】, (SSCI) [PDF]


Jian, Y. C. & Ko, H. W. (2014). Investigating the effects of background knowledge on Chinese word processing during text reading: Evidence from eye movements. Journal of Research in Reading, 37(1) , 71–86. 【Impact factor: 1.473; Ranking: 34/224 (Education & Educational Research)】, (SSCI) [PDF]


Jian, Y. C., Wu, C. J. & Su, J. H. (2014). Learners’ eye movements during construction of mechanical kinematic representations from static diagrams. Learning and Instruction, 32, 51–62. 【Impact factor: 3.585; Ranking: 3/224 (Education & Educational Research), 3/55 (Educational Psychology)】, (SSCI) [PDF]


Jian, Y. C., Chen, M. L., & Ko, H. W. (2013). Context effects in processing of Chinese academic words: An eye tracking investigation. Reading Research Quarterly, 48(4) , 403–413. 【Impact factor: 2.884; Ranking: 6/224 (Education & Educational Research), 6/55 (Psychology Educational)】, (SSCI) [PDF]

簡郁芩、吳昭容(2012)。以眼動型態和閱讀測驗表現探討箭頭在科學圖文閱讀中的圖示效果。中華心理學刊,54(3),385–402。, (TSSCI) [PDF]

研討會論文:

Jian, Y. C.* & Su, J. H. (2019, June). Using an eye-tracker to depict the changing appearances of reading processes before and after reading instruction intervention for young readers. Paper presented at the 7th International Workshop on Advanced Learning Sciences (IWALS), Jyväskylä, Finland. 

Wang, T. N., Jian, Y. C.*, Wu, C. J., & Su, J. H. (2018, December). Exploring the cognitive processes of repeated studying and testing as self-regulation strategies on seventh graders’text-diagram science reading. Paper presented at Hong Kong International Conference on Education, Psychology and Society (HKICEPS), Hong Kong.

簡郁芩*、蘇家漢。(2018,11月)。七年級學生眼中的物理圖和公式—以閱讀「槓桿原理」文章的眼動型態為例。第34屆科學教育國際研討會。花蓮:國立東華大學。

王孜甯、簡郁芩*。(2018,11月)。七年級學生如何閱讀科學文章中不同結構屬性的句子?以首讀和重讀的眼動型態探究之。第34屆科學教育國際研討會。花蓮:國立東華大學。

Jian, Y. C.* & Su, J. H. (2018, June). Using eye movement indicators to predict middle-school students’ learning performance on illustrated science texts reading. Paper presented at the 6th International Workshop on Advanced Learning Sciences (IWALS), Pittsburgh, United States.

簡郁芩、蕭詠如、吳昭容、蘇家漢。(2017,11月)。以不同閱讀能力的國小學生重讀科普文章的眼動型態探討自我調整學習策略。第33屆科學教育國際研討會。屏東:國立屏東大學。

魏靜宜、簡郁芩。(2017,11月)。以眼動追蹤初探背景知識及文本組織模式對科學圖文閱讀的影響。第33屆科學教育國際研討會。屏東:國立屏東大學。

簡郁芩、蕭詠如、蘇家漢。(2017,10月)。以集群分析處理眼動資料探討國小六年級學生閱讀科學圖文之認知類型。第56屆台灣心理學會年會。嘉義:國立中正大學。

Jian, Y. C. (2017, August). Reading Instructions Influence Cognitive Processes of Illustrated Text Reading for Young readers: An Eye-Tracking Study. Paper presented at the 19th European Conference on Eye Movements (ECEM), Wuppertal, German.

Jian, Y. C. (2017, July). Teaching Fourth-Grade Students to Read Biological Illustrations and Integrate Text Information: An Empirical Study. Paper presented at the 24th Society for the Scientific Studies of Reading (SSSR), Halifax, Nova Scotia.

簡郁芩(2016,12月)。以眼動儀探討圖文標示與閱讀策略教學對國小六年級學生閱讀科學文章的效果與認知歷程。第32屆科學教育國際研討會。台中:國立自然科學博物館。

吳昭容、楊忠璇、簡郁芩(2016,12月)。以移動視窗探討圖形的知覺廣度─比較科學、數學與風景圖。第32屆科學教育國際研討會。台中:國立自然科學博物館。 

Jian, Y. C. (2016, July). The Function of Diagram with Numbered Arrows and Text in Conveying Mechanical Kinematic Information: An Eye Tracking Investigation. Paper presented at the 23th Society for the Scientific Studies of Reading (SSSR), Porto.

Jian, Y. C. & Su, J. H. (2015). What Differences of Sixth Graders with Good and Poor Comprehensions while Reading an Illustrated Scientific Text? An Eye-movement Approach. 第31屆科學教育國際研討會。屏東:墾丁福華飯店。

簡郁芩、蘇家漢。(2015)。眼動資料的序列分析方法─以圖文閱讀的實驗為例。第54屆台灣心理學會年會暨學習、教學、與評量國際研討會。臺北:國立臺灣師範大學。

Jian, Y. C. (2015, August). Children s’ cognitive processes and learning strategies for reading illustrated biology texts: Eye movement measurements. Paper presented at the 18th European Conference on Eye Movements (ECEM), Vienna, Austria.

簡郁芩(2014,12月)。以序列分析處理眼動資料探討不同閱讀能力之國小四年級學生閱讀科學圖文的認知歷程。第30屆科學教育國際研討會。臺北:國立臺灣師範大學。

簡郁芩、吳昭容、蘇家漢(2013年12月)。圖示連續標號箭頭對建構科學動態表徵的影響─以序列分析處理眼動資料探究之。口頭報告論文發表於中華民國第29屆科學教育研討會,彰化:彰化師範大學。

Jian, Y. C., & Wu, C. J. (2013, August). Advantages of word and diagram in describing configuration representation of a mechanical system: Evidence from eye movements and comprehension tests. Paper presented at the 17th European Conference on Eye Movements (ECEM), Lund, Sweden.

Jian, Y. C., & Wu, C. J. (2013, July). Investigate how people understand diagrams in order to construct a kinematic representation of a physical system by recording eye movement. Paper presented at the 20th Society for the Scientific Study of Reading (SSSR), Hong Kong.

Jian, Y. C. & Ko, H. W. (2012, August). Using eye-tracker to examine the context effect when recognizing Chinese words in the texts. Poster session presented at the 120th annual convention of American Psychological Association (APA), Orlando, America.

簡郁芩、吳昭容(2011年12月)。以眼球追蹤技術探討科學文章閱讀中圖的功能。口頭報告論文發表於中華民國第27屆科學教育研討會,高雄:中山大學。

Jian, Y. C., Wu, C. J., & Su, J. H. (2011, August). Using eye-tracker to investigate how readers allocate their visual attention when reading the scientific text contained an interpretative picture. Poster session presented at the 34th European Conference on Visual Perception (ECVP), Toulouse, France.

Su, J. H., Jian, Y. C., & Ko, H. W. (2011, August). Do readers have preferred viewing location on Chinese words when reading in the texts? Poster session presented at the 16th European Conference on Eye Movements (ECEM), Marseille, France.

Jian, Y. C., Wu, C. J., & Su, J. H. (2011, August). Eye movements when integrating scientific text and graphics information: the effect of sequential layouts on graphics. Poster session presented at the 16th European Conference on Eye Movements (ECEM), Marseille, France.

薛人華、簡郁芩(2011,6月)。台灣國小教師的異質閱讀教學組型及效果:以多層次混合模型分析PIRLS2006。論文發表於國立台灣師範大學教育研究與評鑑中心主辦之「閱讀教學研究國際學術研討會」。