| With the continuous advancement of wisdom education,the application of learners’ physiological and psychological data has become the development trend of learning analysis and research.By collecting and analyzing the cognitive data obtained in the experiment,we can understand the learning situation of learners more accurately.The language environment of basic English education in China is poor,and computer-assisted language learning is an important way to improve the English acquisition level of students in areas with poor environment of second language(English),while attention is an important cognitive factor affecting second language acquisition,which is considered to be a sufficient and necessary condition for the transformation of second language input into absorption.Therefore,this research with the aid of cognitive data collection tool(rem),analysis of the observation in a two and a half years of cognitive intervention based on computer aided training experiment,the young second language learners(6 to 9 years old,grade1-3)in the changing process of attention in the process of second language learning,through the eye movement data analysis the change rule of learners’ attention and the distribution of more appropriate teaching intervention strategies are put forward.This research mainly includes the following three aspects:Firstly,the source of longitudinal tracking data was determined.In order to select appropriate cognitive data that can be used for research analysis,this study screened the experimental data from the cognitive intervention experiment lasting for two and a half years,and finally selected the data from 13 rounds of four experiments as the main research data.In addition,in order to further explore the changes of attention under the long-term cognitive intervention experiment,this study also set the control group to repeat the experiment for comparative analysis;Secondly,the region of interest was divided and the same eye movement data indexes were selected in each experiment.Due to the different purposes,materials and contents of the four experiments,it is necessary to determine the same area of interest and index of eye movement data in each experiment for the convenience of unified analysis of eye movement data.The index of interest region and its eye movement data are as follows: the maximum length of gaze in the target area,the total length of gaze in the exploration area,and the maximum length of gaze in other areas,which respectively represent the degree of attention duration when students acquire the target features,the total time of students exploring auxiliary learning materials,and the maximum single time of mind-wandering time of students.Finally,the data after preprocessing and normalization are analyzed by using comparative analysis chart and T-test,and the following conclusions are finally drawn:(1)Long-term computer-assisted cognitive intervention experiments can improve learners’ attention duration and engagement when learning target features,and girls are better than boys in attention duration and engagement;(2)Learners through long-term cognitive intervention based on computer aided experiment,in terms of whether to use assisted learning materials can form a fixed mode of exploration,namely in second language learning as part of learners need to be conducted on assisted learning materials exploring study,another part of the learner is hardly need on assisted learning materials to explore learning;(3)Long-term computer-assisted cognitive intervention experiments can reduce the total duration of learners’ mind-wandering,but whether learners’ mind-wandering is mainly related to the content of the learning materials.Under the same conditions,boys are more prone to mind-wandering than girls,but girls have a higher duration of mind-wandering than boys.(4)Long-term experiments of computer-assisted cognitive intervention can improve the overall English learning effect of second language learners. |
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