Learning from multiple representations: An examination of fixation patterns in a science simulation

O’Keefe, Paul A.; Letourneau, Susan M.; Homer, Bruce D.; Schwartz, Ruth N.; Plass, Jan L.

doi:10.1016/j.chb.2014.02.040

Cited by 53 publications

(25 citation statements)

References 31 publications

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“…Hence, we conclude that visual cues indeed made students' meaning for vector fields deeper. The results are in line with design principles of multimedia learning, that is, providing graphical representations with visual cues improves learning [30,31]. Positive correlations between response accuracy and confidence have been reported in several studies [17][18][19][20], and the data from this study support these findings in the context of instruction-based learning.…”

Section: Discussionsupporting

confidence: 90%

Visual cues improve students’ understanding of divergence and curl: Evidence from eye movements during reading and problem solving

Klein

Viiri

Kühn

2019

Phys. Rev. Phys. Educ. Res.

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The 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.

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Section: Discussionsupporting

confidence: 90%

Visual cues improve students’ understanding of divergence and curl: Evidence from eye movements during reading and problem solving

Klein

Viiri

Kühn

2019

Phys. Rev. Phys. Educ. Res.

View full text Add to dashboard Cite

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“…While in some studies an increased number of saccades led to better performance (e.g., Refs. [56,[59][60][61]), this could not be confirmed in other studies (e.g., Refs. [62][63][64]).…”

Section: Eye Trackingcontrasting

confidence: 58%

Animation and interactivity in computer-based physics experiments to support the documentation of measured vector quantities in diagrams: An eye tracking study

Hoyer

Girwidz

2020

Phys. Rev. Phys. Educ. Res.

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Simulations and virtual or remote laboratories are increasingly used in schools. The extent to which individual experimental skills can be acquired when experimenting in digital applications is, however, questionable. This paper focuses on finding multimedia features for digital experiments to support the transfer of measured values from the laboratory system to a diagram. Beside physical considerations, spatial translation processes could be crucial for a successful assignment. Therefore, the influence of the subjects' spatial ability is examined. Using a pretest post-test design (N ¼ 119), the effects of training with supportive animation (animation group) and training with an interactive task and feedback (interactive group) were tested. The results of both groups were each compared to those of a reference group. Eye tracking data were recorded during training to investigate the origin of different training effects. Hence, fixations and saccades during training were analyzed. For the investigation of the distribution of the saccadic movements, polar diagrams were used in combination with estimated probability density functions. The results show that the score in the pretest is correlated to the score achieved in the card rotation test, which measures the spatial rotation skills of the subjects. Further, the subjects in the interactive group benefited from the training more than the subjects in the reference group did. There were no significant differences in the effect of the training between the animation group and the reference group. Eye tracking data reveal that the training in the interactive group caused the most comparative eye movements between the laboratory system and the diagram. The training in the animation group led to the highest visual attention; however, subjects in this group concentrated on the dynamic elements. These results indicate that especially students with weak spatial skills need additional support when transferring measured values from the laboratory system to the diagram. This assignment can be practiced in computerbased experiments, in particular with an interactive training task and feedback. Additionally, the analysis showed that the training is equally suitable for learners with different spatial abilities. A corresponding task was implemented into a virtual laboratory.

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“…Equal in size and shape, these AOIs were positioned contiguously (with no space in between and no overlap) so as to capture the nine paths linking each of the ten stock‐prices to one another. To assess the total amount of time spent examining each price movement, time stamps were summed for each AOI (O'Keefe et al, 2014; van der Lans, Pieters, & Wedel, 2008; van der Lans, Wedel, & Pieters, 2011). As expected, paired‐samples t‐tests revealed that the ninth AOI (which captured the last trade‐direction) was gazed the longest (i.e., 1.45 (1.25) second in the downward (upward) condition) and significantly more than each of the previous eight AOIs which ranged from .31 to .94 second ( p s ≤ .004; Table 7).…”

Section: Resultsmentioning

confidence: 99%

The psychology of investment behavior: (De)biasing financial decision‐making one graph at a time

Duclos

2014

J Consum Psychol

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Consumers' welfare largely depends on the soundness of their financial decisions. To this effect, the present research examines how people process graphical displays of financial information (e.g., stock-prices) to forecast future trends and invest accordingly. In essence, we ask whether and how visual biases in data interpretation impact financial decision-making and risk-taking. Five experiments find that the last trading day(s) of a stock bear a disproportionately (and unduly) high importance on investment behavior, a phenomenon we coin end-anchoring. Specifically, a stockprice closing upward (downward) fosters upward (downward) forecasts for tomorrow and, accordingly, more (less) investing in the present. Substantial investment asymmetries (up to 75%) emerge even as stock-price distributions were generated randomly to simulate times when the market conjuncture is hesitant and no real upward or downward trend can be identified. Allying experimental manipulations to eye-tracking technology, the present research begins to explore the underpinnings of end-anchoring.

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Learning from multiple representations: An examination of fixation patterns in a science simulation

Cited by 53 publications

References 31 publications

Visual cues improve students’ understanding of divergence and curl: Evidence from eye movements during reading and problem solving

Visual cues improve students’ understanding of divergence and curl: Evidence from eye movements during reading and problem solving

Animation and interactivity in computer-based physics experiments to support the documentation of measured vector quantities in diagrams: An eye tracking study

The psychology of investment behavior: (De)biasing financial decision‐making one graph at a time

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