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dc.contributor.authorKlein, Pascal
dc.contributor.authorViiri, Jouni
dc.contributor.authorKuhn, Jochen
dc.date.accessioned2019-05-24T06:59:42Z
dc.date.available2019-05-24T06:59:42Z
dc.date.issued2019
dc.identifier.citationKlein, P., Viiri, J., & Kuhn, J. (2019). Visual cues improve students’ understanding of divergence and curl : Evidence from eye movements during reading and problem solving. <i>Physical Review Physics Education Research</i>, <i>15</i>(1), Article 010126. <a href="https://doi.org/10.1103/physrevphyseducres.15.010126" target="_blank">https://doi.org/10.1103/physrevphyseducres.15.010126</a>
dc.identifier.otherCONVID_30670854
dc.identifier.otherTUTKAID_81418
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/64178
dc.description.abstractThe 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.fi
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherAmerican Physical Society
dc.relation.ispartofseriesPhysical Review Physics Education Research
dc.rightsCC BY 4.0
dc.subject.otherassessment
dc.subject.otherconcepts and principles
dc.subject.otherinstructional materials development
dc.subject.otherscientific reasoning and problem solving
dc.titleVisual cues improve students’ understanding of divergence and curl : Evidence from eye movements during reading and problem solving
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201905132554
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.oppiaineMatematiikka ja luonnontieteetfi
dc.contributor.oppiaineMatematiikka ja luonnontieteeten
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2019-05-13T15:15:06Z
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.relation.issn2469-9896
dc.relation.numberinseries1
dc.relation.volume15
dc.type.versionpublishedVersion
dc.rights.copyright© The Authors, 2019.
dc.rights.accesslevelopenAccessfi
dc.subject.ysooppimateriaali
dc.subject.ysooppiminen
dc.subject.ysokognitiiviset prosessit
dc.subject.ysoymmärtäminen
dc.subject.ysoongelmanratkaisu
dc.subject.ysokatseenseuranta
dc.subject.ysofysiikka
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p157
jyx.subject.urihttp://www.yso.fi/onto/yso/p2945
jyx.subject.urihttp://www.yso.fi/onto/yso/p5283
jyx.subject.urihttp://www.yso.fi/onto/yso/p335
jyx.subject.urihttp://www.yso.fi/onto/yso/p6006
jyx.subject.urihttp://www.yso.fi/onto/yso/p37956
jyx.subject.urihttp://www.yso.fi/onto/yso/p900
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.1103/physrevphyseducres.15.010126
dc.type.okmA1


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