Eyetracking in Research on Physics Education

Rosiek, Roman; Sajka, Mirosława

doi:10.1007/978-3-319-44887-9_6

Cited by 5 publications

(2 citation statements)

References 7 publications

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“…Rosengrant et al [19] examined students' behavior while solving electrical circuit problems and found that expert students more frequently looked back at the problem diagram than novice students did. Rosiek and Sjaka [20] found eye-tracking to be useful in distinguishing focus on words, sequences, and symbols, distinguishing between those reading the problem and those guessing randomly, and learning the difference in strategies between novices and experts.…”

Section: Introductionmentioning

confidence: 99%

Eye-tracking of visual attention in web-based assessment using the Force Concept Inventory

Han¹,

Chen²,

Fu³

et al. 2017

Eur. J. Phys.

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This study used eye-tracking technology to investigate students’ visual attention while taking the Force Concept Inventory (FCI) in a web-based interface. Eighty nine university students were randomly selected into a pre-test group and a post-test group. Students took the 30-question FCI on a computer equipped with an eye-tracker. There were seven weeks of instruction between the pre- and post-test data collection. Students’ performance on the FCI improved significantly from pre-test to post-test. Meanwhile, the eye-tracking results reveal that the time students spent on taking the FCI test was not affected by student performance and did not change from pre-test to post-test. Analysis of students’ attention to answer choices shows that on the pre-test students primarily focused on the naïve choices and ignored the expert choices. On the post-test, although students had shifted their primary attention to the expert choices, they still kept a high level of attention to the naïve choices, indicating significant conceptual mixing and competition during problem solving. Outcomes of this study provide new insights on students’ conceptual development in learning physics.

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Section: Introductionmentioning

confidence: 99%

Eye-tracking of visual attention in web-based assessment using the Force Concept Inventory

Han¹,

Chen²,

Fu³

et al. 2017

Eur. J. Phys.

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show abstract

“…The eye-tracking technology has gradually taken attention in natural science education (Kekule, Qualitative approach of eye-tracking research in science education, 2015) (Yen & Yang, 2016) (Volmick, 2015). It is also the case of eye-tracking in chemistry education research (Havanki & VandenPlas, 2014) (Peterson, et al, 2015) (Stieff, 2013), etc., the case of eye-tracking in physics education research (Susac, Bubic, Martinjak, Planinic, & Palmovic, 2017) (Rosiek & Sajka, 2017) (Kekule, Výzkum pomocí oční kamery ve fyzikálním vzdělávání, 2014).…”

Section: Visualisation and Interpretation Of Studentmentioning

confidence: 99%

Visualisation and interpretation of student strategies in solving natural science-based tasks using the eye-tracker

Škrabánková

Laš

Bujok

2018

JEMR

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This paper presents a research on students using the Gazepoint device to visualise the practices and strategies that students used in order to solve assignments in the disciplines of natural science. The analysis of visual perception of students is complemented by a questionnaire survey for a group of respondents aged 15-16. The essence of the study was to find out how the students proceeded in monitoring assignments displayed on the screen, how they continued working with the assignments, and whether the layout of the schematics, tables and applied images affected students ‘correctness for the solution. The main aim of the research was to find some similar segments in the experimental data and obtained clusters that would suggest a similar approach of problem solving by students – respondents, and to find out if, and possibly how, some strategies in the assignments differ for the talented students from the standard pupil population and compare the outcomes with students’ characteristics. The other aim of study was to confirm the presence of gifted students in natural sciences in a given sample of respondents on the basis of eye-tracking technology. Also on the basis of similarities in assigned task solving the aim was to find other students who can be seen similarly to the gifted ones from a view of e.g. physiological dynamics of eyes of the students in the context of the given selected seven tasks in the area of the chemical elements identification. For both groups of students, some basic measures are proposed to increase the efficiency of students‘ work with an assignment displayed on a computer screen. Our results show that in the task solving, one gifted student was identified next to a cluster of four similarly performing students on the basis of eye-movements parameters.

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Analysis of Aspects of Visual Attention When Solving Multiple-Choice Science Problems

Sajka

Rosiek

2021

Applying Bio-Measurements Methodologies in Science Education Research

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Eyetracking in Research on Physics Education

Cited by 5 publications

References 7 publications

Eye-tracking of visual attention in web-based assessment using the Force Concept Inventory

Eye-tracking of visual attention in web-based assessment using the Force Concept Inventory

Visualisation and interpretation of student strategies in solving natural science-based tasks using the eye-tracker

Analysis of Aspects of Visual Attention When Solving Multiple-Choice Science Problems

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