Eye-movements reveal children’s deliberative thinking and predict performance on arithmetic word problems

Wu, Chao‐Jung; Liu, Chia-Yu; Yang, Chung Hsuan; Jian, Yu

doi:10.1007/s10212-020-00461-w

Cited by 14 publications

(7 citation statements)

References 36 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…These excellent studies used tests to measure the learning products rather than learning processes. Since many educational researchers regard the processes and outcomes of learning both as important (Jian, 2018(Jian, , 2019Rodrigues & Rosa, 2017;Solheim & Uppstad, 2011;Wu et al, 2021), this study was the first to use eye-movement tracking technology and paper-and-pencil tests to investigate the influence of article reading and hands-on manipulation on learning processes and learning outcomes for the pulley system concept. The major findings are as follows.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Influence of science text reading difficulty and hands‐on manipulation on science learning: An eye‐tracking study

Jian

2021

J Res Sci Teach

Self Cite

View full text Add to dashboard Cite

This study used eye-movement tracking to investigate how students engage with the learning process of reading science articles with or without hands-on manipulation of a pulley system and their influences on learning outcomes. This experiment used a 2 (reading easy or difficult articles) Â 2 (with or without hands-on manipulation) between-subject design. Seventy-nine undergraduate students participated. They first read a science article about rotational mechanics and then completed a problem-solving task. While completing the problem-solving task, the two pure reading groups could reread the article to write down their answers, and the two read-and-manipulation groups were allowed to manipulate the pulley system in addition to reading the article. The participants' eye movements were recorded during the completion of this task.Results showed that hands-on manipulation benefited those learners who read the difficult article, since they had better scores regarding the problem-solving task; this was not the case for those who read the easy article. Eye movement data showed that the two pure reading groups spent more processing time rereading the article as well as writing their answers to the problemsolving task than did the other two read-and-

show abstract

Section: Conclusion and Discussionmentioning

confidence: 99%

Influence of science text reading difficulty and hands‐on manipulation on science learning: An eye‐tracking study

Jian

2021

J Res Sci Teach

Self Cite

View full text Add to dashboard Cite

show abstract

“…Researchers have used eye tracking measures to infer children's cognitive load while children do various tasks. For example, eye tracking has been used to measure children's cognitive processes in coding tasks (Papavlasopoulou et al, 2018), to identify children's problem solving efforts (Wu et al, 2020), and to assess how children with high or low EF learn with a tablet device (McEwen and Dubé, 2015). Likewise, eye tracking data can reveal when, where and for how long preschoolers gaze at different parts of the screen, thus providing information about their cognitive efforts.…”

Section: Methodsmentioning

confidence: 99%

Viewing Fantastical Events in Animated Television Shows: Immediate Effects on Chinese Preschoolers’ Executive Function

Hsueh

et al. 2020

Front. Psychol.

View full text Add to dashboard Cite

Three experiments were conducted to test whether watching an animated show with frequent fantastical events decreased Chinese preschoolers’ post-viewing executive function (EF), and to test possible mechanisms of this effect. In all three experiments, children were randomly assigned to watch a video with either frequent or infrequent fantastical events; their EF was immediately assessed after viewing, using behavioral measures of working memory, sustained attention, and cognitive flexibility. Parents completed a questionnaire to assess preschoolers’ hyperactivity level as a potential confounding variable. In Experiment 1 (N = 90), which also included a control group, there was an immediate negative effect of watching frequent fantastical events, as seen in lower scores on the behavioral EF tasks. In Experiment 2 (N = 20), eye tracking data showed more but shorter eye fixations in the high frequency group, suggesting a higher demand on cognitive resources; this group also did more poorly on behavioral measures of EF. In Experiment 3 (N = 20), functional near-infrared spectroscopy (fNIRS) data showed that the high frequency group had a higher concentration of oxygenated hemoglobin (Coxy-Hb), an indicator of higher brain activation consistent with a greater use of cognitive resources; this group also had lower scores on the behavioral EF tasks. The findings are discussed in reference to models of limited cognitive resources.

show abstract

“…She and Chen [26] compared the effects of different multimedia methods on students' eye fixation behaviors and empirically verified a direct correlation between the duration of eye fixations and the depth of learning. Wu et al [27] adopted eye-movement measures, such as total fixation duration, number of long fixations, and pupil size, to predict participants' performance. Susac et al [25] analyzed students' eye fixations, reaction time, performance, and questionnaires to reveal their strategies in equation solving.…”

Section: Eye-tracking Technology In Educationmentioning

confidence: 99%

“…A fixation lasting longer than 500 ms is considered a long fixation [27]. Researchers believe that long fixations indicate deep thinking [26].…”

Section: Long Fixation Duration Ratio (Lfdr)mentioning

confidence: 99%

The Effects of Visual Cueing on Students with and without Math Learning Difficulties in Online Problem Solving: Evidence from Eye Movement

Wei,

Lei,

Chen

et al. 2023

Behavioral Sciences

View full text Add to dashboard Cite

This study investigated the impact of visual cueing on attention guidance, deep-thinking promotion, and performance optimization in arithmetic word problem solving for students with mathematical learning difficulties (MLD). The participants included eight students with MLD and twenty students without MLD who attempted to solve mathematical word problems with and without visual cueing. Eye movements were recorded during the tasks. A repeated-measure design and nonparametric tests were applied to enhance the statistical power of the study. The data analysis results indicated that visual cueing effectively guided and sustained the attention of students with MLD, reducing their off-task duration. However, it showed limited influence in facilitating deep thinking and performance improvement for these students. There were no significant attention-guidance or performance-improvement effects observed in the problem-solving processes of students without MLD, who initially demonstrated better concentration levels and performance. The potential explanations for these findings are further discussed in this paper.

show abstract

Eye-movements reveal children’s deliberative thinking and predict performance on arithmetic word problems

Cited by 14 publications

References 36 publications

Influence of science text reading difficulty and hands‐on manipulation on science learning: An eye‐tracking study

Influence of science text reading difficulty and hands‐on manipulation on science learning: An eye‐tracking study

Viewing Fantastical Events in Animated Television Shows: Immediate Effects on Chinese Preschoolers’ Executive Function

The Effects of Visual Cueing on Students with and without Math Learning Difficulties in Online Problem Solving: Evidence from Eye Movement

Contact Info

Product

Resources

About