Can Visual Cues and Correctness Feedback Influence Students' Reasoning?

Rouinfar, Amy; Agra, Elise; Murray, John P.; Larson, Adam M.; Loschky, Lester C.; Rebello, N. Sanjay

doi:10.1119/perc.2013.pr.064

Cited by 7 publications

(12 citation statements)

References 7 publications

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“…This study was part of a larger study in which we investigated the effect on problem correctness due to both feedback and visual cues ( Rouinfar et al, 2014 ). In this paper we focus on the analysis of the eye movement data, though we use accuracy data to show evidence of learning to make arguments linking the eye movements to learning.…”

Section: Methodsmentioning

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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Section: Methodsmentioning

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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“…Midwestern university received extra credit equal to 1% of their course grade as incentive for participation in our study. The materials were conceptual physics problems with diagrams similar to those from a previous study [3]. Students were randomly assigned to three conditions.…”

Section: Methodsmentioning

confidence: 99%

“…We did not have a fourth (control) condition receiving neither solutions nor cues because previous work has already shown that the control condition is outperformed by the cued condition [3]. Students were interviewed individually.…”

Section: Methodsmentioning

confidence: 99%

“…It entails transfer of learning which is hard to accomplish [2]. Visual cueing which highlighting the thematically relevant information on a problem diagram can facilitate improvement in students' performance on near transfer problems but not on far transfer problems [3]. Operationally, we define near transfer problems as sharing same underlying principles and representation, but differing in surface features.…”

Section: Introductionmentioning

confidence: 99%

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Effects of Visual Cues and Video Solutions on Conceptual Tasks

Zu¹,

Agra²,

Hutson³

et al. 2015

2015 Physics Education Research Conference Proceedings

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Abstract. Transfer of learning is an important objective of education. However, students usually have difficulties in solving physics transfer tasks even after having solved similar problems previously. We investigated if instruction provided using videos containing detailed explanations of previously solved problems will improve students' performance in tackling near and far transfer tasks. We also investigated whether the combination of visual cues followed by video solutions yields further enhancement of students' performance. N=33 students in an algebra-based physics class participated in an interview containing two problem sets each with one initial task, a training session, and a near and far transfer task. For the training, students either received visual cues only, visual cues and a video or only videos, depending on the condition. We compare students' correctness rate on near and far transfer tasks in the three conditions.

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“…Students received extra credit equal to 5% of the course grade for participating in a 60-minute long interview containing four problem sets. The problem sets were based on our previous work [5], and named -Ball, Graph, Skier, and Roller Coaster. Each set consisted of one initial problem, six training problems, a near transfer problem, and a far transfer problem presented on a computer screen.…”

Section: Methodsmentioning

confidence: 99%

How do Multimedia Hints Affect Students’ Eye Movements in Conceptual Physics Problems?

Wu¹,

Hutson²,

Loschky³

et al. 2015

2015 Physics Education Research Conference Proceedings

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Abstract.We investigated the effect of hint modality on students' eye movements on conceptual physics problems with diagrams. We recruited 57 students enrolled in a physics class for future elementary teachers. The participants were randomly assigned to conditions with no hints, visual hints, text hints, audio hints, and all possible hint modality combinations. We found that different hint modalities affect students' eye movements differently and the difference of students' eye movements relates to their problem-solving performance. The results of this study are different from the predictions based on Cognitive Theory of Multimedia Learning (CTML). Our results suggest that the cognitive process in physics problem solving may not be fully explained by CTML and therefore more research might be necessary in this area.

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Can Visual Cues and Correctness Feedback Influence Students' Reasoning?

Cited by 7 publications

References 7 publications

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

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

Effects of Visual Cues and Video Solutions on Conceptual Tasks

How do Multimedia Hints Affect Students’ Eye Movements in Conceptual Physics Problems?

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