Visual cues improve students’ understanding of divergence and curl : Evidence from eye movements during reading and problem solving
Klein, P., Viiri, J., & Kuhn, J. (2019). Visual cues improve students’ understanding of divergence and curl : Evidence from eye movements during reading and problem solving. Physical Review Physics Education Research, 15(1), Article 010126. https://doi.org/10.1103/physrevphyseducres.15.010126
Published inPhysical Review Physics Education Research
© The Authors, 2019.
The coordination of multiple external representations is important for learning, but yet a difficult task for students, requiring instructional support. The subject in this study covers a typical relation in physics between abstract mathematical equations (definitions of divergence and curl) and a visual representation (vector field plot). To support the connection across both representations, two instructions with written explanations, equations, and visual representations (differing only in the presence of visual cues) were designed and their impact on students’ performance was tested. We captured students’ eye movements while they processed the written instruction and solved subsequent coordination tasks. The results show that students instructed with visual cues (VC students) performed better, responded with higher confidence, experienced less mental effort, and rated the instructional quality better than students instructed without cues. Advanced eye-tracking data analysis methods reveal that cognitive integration processes appear in both groups at the same point in time but they are significantly more pronounced for VC students, reflecting a greater attempt to construct a coherent mental representation during the learning process. Furthermore, visual cues increase the fixation count and total fixation duration on relevant information. During problem solving, the saccadic eye movement pattern of VC students is similar to experts in this domain. The outcomes imply that visual cues can be beneficial in coordination tasks, even for students with high domain knowledge. The study strongly confirms an important multimedia design principle in instruction, that is, that highlighting conceptually relevant information shifts attention to relevant information and thus promotes learning and problem solving. Even more, visual cues can positively influence students’ perception of course materials. ...
PublisherAmerican Physical Society
Publication in research information system
MetadataShow full item record
Showing items with similar title or keywords.
From monitoring to sharing of attention in dyadic interaction : The affordances of gaze data to better understand social aspects of remote collaborative problem solving Pöysä-Tarhonen, Johanna; Awwal, Nafisa; Häkkinen, Päivi; Otieno, Suzanne (Asia-Pacific Society for Computers in Education, 2020)This paper aims to better understand the social aspects of collaborative problem solving (CPS) through studying joint attention behaviour (JAB) in an online game–like environment. To capture these behaviours and exemplify ...
“Anything taking shape?” : Capturing various layers of small group collaborative problem solving in an experiential geometry course in initial teacher education Pöysä-Tarhonen, Johanna; Häkkinen, Päivi; Tarhonen, Pasi; Näykki, Piia; Järvelä, Sanna (Springer Science and Business Media LLC, 2021)Collaborative problem solving (CPS) is widely recognized as a prominent 21st-century skill to be mastered. Until recently, research on CPS has often focused on problem solution by the individual; the interest in investigating ...
Relations between representational consistency, conceptual understanding of the force concept, and scientific reasoning Nieminen, Pasi; Savinainen, Antti; Viiri, Jouni (American Physical Society, 2012)Previous physics education research has raised the question of “hidden variables” behind students’ success in learning certain concepts. In the context of the force concept, it has been suggested that students’ reasoning ...
Video programmes as learning tools : teaching the gas laws and behaviour of gases in Finnish and Canadian senior high schools Puukari, Sauli (University of Jyväskylä, 2003)
Viiri, Jouni; Kekule, Martina; Isoniemi, Jenna; Hautala, Jarkko (Finnish Mathematics and Science Education Research Association (FMSERA), 2017)This study used an eye-tracking method to explore students’ approaches to solving the same task in different representations and the differences between students who answered correctly and those who answered incorrectly ...