Can short duration visual cues influence students’ reasoning and eye movements in physics problems?

Madsen, Adrian; Rouinfar, Amy; Larson, Adam M.; Loschky, Lester C.; Rebello, N. Sanjay

doi:10.1103/physrevstper.9.020104

Cited by 33 publications

(37 citation statements)

References 21 publications

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“…We have designed visual cues based on correct solvers' eye movement patterns for four sets of conceptual physics problems. While we observed the desired directionality for all problems (those who saw cues outperformed those who did not see cues), the results were only significant for one of four sets [7]. In the current study we examine the same problems, but have redesigned the cues to be in line with relevant cueing theory.…”

Section: Introductionmentioning

confidence: 80%

Can Visual Cues and Correctness Feedback Influence Students' Reasoning?

Rouinfar¹,

Agra²,

Murray³

et al. 2014

2013 Physics Education Research Conference Proceedings

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Abstract. Research has demonstrated that attentional cues overlaid on diagrams and animations can help students attend to the relevant areas and facilitate problem solving. In this study we investigate the influence of visual cues and correctness feedback on students' reasoning as they solve conceptual physics problems containing a diagram. The participants (N=90) were enrolled in an algebra-based physics course and were individually interviewed. During each interview students solved four problem sets each containing an initial problem, six isomorphic training problems, and a transfer problem. The cued conditions saw visual cues on the training problems, and the feedback conditions were told if their responses (answer and explanation) were correct or incorrect. We found that visual cues and correctness feedback significantly improves students' abilities to solve the training and transfer problems.

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Section: Introductionmentioning

confidence: 80%

Can Visual Cues and Correctness Feedback Influence Students' Reasoning?

Rouinfar¹,

Agra²,

Murray³

et al. 2014

2013 Physics Education Research Conference Proceedings

Self Cite

View full text Add to dashboard Cite

show abstract

“…Research has shown that visual cues which guide gaze can facilitate problem solving and learning [e.g. Grant and Spivey, 2003;Thomas and Lleras, 2007;de Koning et al, 2007;Madsen et al, 2013]. In the current study we examine the performance and eye movements of participants solving conceptual physics problems in the cued and uncued conditions.…”

Section: Introductionmentioning

confidence: 95%

Influence of visual cueing on students' eye movements while solving physics problems

Rouinfar

Agra

Murray

et al. 2014

Proceedings of the Symposium on Eye Tracking Research and Applications

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Overlaying visual cues on diagrams and animations can help students attend to relevant areas and facilitate problem solving. In this study we investigated the effects of visual cues on students' eye movements as they solved conceptual physics problems. Students (N=80) enrolled in an introductory physics course individually worked through four sets of problems, each containing a diagram, while their eye movements were recorded. Each diagram contained regions that were alternatively relevant to solving the problem correctly or related to common incorrect responses. Each problem set contained an initial problem, six isomorphic training problems, and a transfer problem. Those in the cued condition saw visual cues overlaid on the training problems. Students provided verbal responses. The cued group more accurately answered the (uncued) transfer problems, and their eye movements showed they more efficiently extracted the necessary information from the relevant area than the uncued group.

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“…Furthermore, as in our previous studies (Madsen et al, 2013a), in order to test for more than just superficial learning, we created transfer problems that used the same underlying reasoning (and solution paths), but had somewhat different surfaces features. In addition, we did not use cues on either the initial problem for each sequence, or on the transfer problem for that sequence, in order to measure both overt attentional selection and problem solving cognitive processes in the absence of cueing.…”

Section: The Current Studymentioning

confidence: 99%

Linking attentional processes and conceptual problem solving: visual cues facilitate the automaticity of extracting relevant information from diagrams

et al. 2014

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This study investigated links between visual attention processes and conceptual problem solving. This was done by overlaying visual cues on conceptual physics problem diagrams to direct participants’ attention to relevant areas to facilitate problem solving. Participants (N = 80) individually worked through four problem sets, each containing a diagram, while their eye movements were recorded. Each diagram contained regions that were relevant to solving the problem correctly and separate regions related to common incorrect responses. Problem sets contained an initial problem, six isomorphic training problems, and a transfer problem. The cued condition saw visual cues overlaid on the training problems. Participants’ verbal responses were used to determine their accuracy. This study produced two major findings. First, short duration visual cues which draw attention to solution-relevant information and aid in the organizing and integrating of it, facilitate both immediate problem solving and generalization of that ability to new problems. Thus, visual cues can facilitate re-representing a problem and overcoming impasse, enabling a correct solution. Importantly, these cueing effects on problem solving did not involve the solvers’ attention necessarily embodying the solution to the problem, but were instead caused by solvers attending to and integrating relevant information in the problems into a solution path. Second, this study demonstrates that when such cues are used across multiple problems, solvers can automatize the extraction of problem-relevant information extraction. These results suggest that low-level attentional selection processes provide a necessary gateway for relevant information to be used in problem solving, but are generally not sufficient for correct problem solving. Instead, factors that lead a solver to an impasse and to organize and integrate problem information also greatly facilitate arriving at correct solutions.

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Can short duration visual cues influence students’ reasoning and eye movements in physics problems?

Cited by 33 publications

References 21 publications

Can Visual Cues and Correctness Feedback Influence Students' Reasoning?

Can Visual Cues and Correctness Feedback Influence Students' Reasoning?

Influence of visual cueing on students' eye movements while solving physics problems

Linking attentional processes and conceptual problem solving: visual cues facilitate the automaticity of extracting relevant information from diagrams

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