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计算机化动态评估对自闭症儿童图形类比推理学习潜力的影响：来自眼动同步的证据

The Influence of Computerized Dynamic Assessment on the Learning Potential of Graphical Analogical Reasoning in Children with Autism: Evidence from Eye-Movement Synchronization.

作者信息

Zhang Kun, Zhang Ying, Chen Jingying, Dai Yating, Jin Yuanxu

机构信息

National Engineering Research Center for E-Learning, Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan 430079, China.

National Engineering Research Center of Educational Big Data, Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan 430079, China.

出版信息

Behav Sci (Basel). 2025 Aug 30;15(9):1188. doi: 10.3390/bs15091188.

DOI:10.3390/bs15091188
PMID:41009218
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC12466576/
Abstract

Graphical analogical reasoning ability is crucial for the cognitive development of children with autism spectrum disorder (ASD). However, there are currently no methods available to enhance its analogical reasoning potential. This study aims to explore whether computerized dynamic assessment (CDA) can tap into the potential of children with ASD in graphical analogical reasoning, and simultaneously analyze the influence of the initial abilities of children with autism on their analogical reasoning potential. A total of 71 children with ASD were selected for the study and randomly divided into two groups: (1) the experimental group, namely the computerized dynamic assessment group; (2) the control group, namely the non-computerized dynamic assessment group. Both groups went through three stages: pretest, intervention, and posttest. The research results (including performance, time taken, and eye-tracking analysis) show that compared with non-DA, CDA enables more children to reach medium and high levels of learning potential score. CDA can effectively improve the figural analogical reasoning ability of autistic children in the short term, enhance their attention to learning materials, and boost their answering efficiency. However, this promotion effect is difficult to sustain in the long term. Autistic children with the same initial ability levels show significant differences in learning potential after computerized dynamic assessment because everyone has personalized characteristics. Among children with different initial ability levels, those with lower initial abilities benefit more significantly from dynamic assessment.

摘要

图形类比推理能力对自闭症谱系障碍（ASD）儿童的认知发展至关重要。然而，目前尚无方法可增强其类比推理潜力。本研究旨在探讨计算机化动态评估（CDA）是否能够挖掘ASD儿童在图形类比推理方面的潜力，并同时分析自闭症儿童的初始能力对其类比推理潜力的影响。共有71名ASD儿童被选入本研究，并随机分为两组：（1）实验组，即计算机化动态评估组；（2）对照组，即非计算机化动态评估组。两组均经历三个阶段：前测、干预和后测。研究结果（包括表现、用时和眼动追踪分析）表明，与非动态评估相比，CDA能使更多儿童达到中等和高水平的学习潜力分数。CDA能在短期内有效提高自闭症儿童的图形类比推理能力，增强他们对学习材料的注意力，并提高他们的答题效率。然而，这种促进作用在长期内难以持续。初始能力水平相同的自闭症儿童在计算机化动态评估后的学习潜力存在显著差异，因为每个人都有个性化特征。在初始能力水平不同的儿童中，初始能力较低的儿童从动态评估中获益更为显著。

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