Sequence Analysis: Use of Scanpath Patterns for Analysis of Students’ Problem-Solving Strategies

Day, Elizabeth L.; Tang, Hui; Kendhammer, Lisa K.; Pienta, Norbert J.

doi:10.1021/bk-2018-1292.ch005

Cited by 6 publications

(11 citation statements)

References 43 publications

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“…Two other methods of quantitative similarity calculations were applied. One approach involved a string-edit-distance method which had been previously used in many eye-tracking studies to compare different participant groups (i.e., [76][77][78][79]). Specifically, ScanGraph calculated the similarity of scanpaths according to Levenshtein distance (i.e., [43,80,81]) and visualized the results calculated using the multimatch method, which can only indicate similarity between two scanpaths.…”

Section: Discussionmentioning

confidence: 99%

Differences in Thematic Map Reading by Students and Their Geography Teacher

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Voženílek

2020

IJGI

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A school world atlas is likely the first systematic cartographic product which students encounter in their lives. However, only a few empirical studies have analysed school atlases in the context of map reading and learning geographical curricula. The present paper describes an eye-tracking study conducted on 30 grammar school students and their geography teacher. The study explored ten tasks using thematic world maps contained in the Czech school world atlas. Three research questions were posed: (i) Are students able to learn using these particular types of maps? (ii) Have the cartographic visualization methods in the school atlas been adequately selected? (iii) Does the teacher read the maps in the same manner as students? The results proved that the students were sufficiently able to learn using thematic maps. The average correctness of their answers exceeded 70%. However, the results highlighted several types of cartographic visualization methods which students found difficult to read. Most of the difficulties arose from map symbols being poorly legible. The most problematic task was estimating the value of the phenomenon from the symbol size legend. Finally, the difference between the students’ and teacher’s manner of reading maps in each task was analysed qualitatively and then quantitatively by applying two different scanpath comparison methods. The study revealed that the geography teacher applied a different method than her students. She avoided looking at the map legend and solved the task using her knowledge.

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Section: Discussionmentioning

confidence: 99%

Differences in Thematic Map Reading by Students and Their Geography Teacher

Beitlova

Popelka

Voženílek

2020

IJGI

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“…Undergraduate and doctoral participants' fixation transitions were compared to provide insight into differences in cognitive processing strategies between the two groups, in particular differences in the perceived complexity or importance of related information and the refreshment of working memory. 32 Mann−Whitney U test comparisons of transition counts between undergraduate and doctoral participants revealed several significant differences. All significant differences exhibited p-values less than 0.05 and medium to large effect sizes, indicating substantive differences in processing strategies (Tables S6−S9, Supporting Information).…”

Section: ■ Expertise Analysismentioning

confidence: 99%

“…Research on fixation transitions in problem-solving contexts has demonstrated that the number of transitions is directly proportional to dwell time, a measure which reflects the perceived complexity or importance of related information. 28,32,33 This research has also demonstrated a connection between the number of bidirectional transitions and the need to refresh working memory. 33 Cued RTA Interviewing As a Research Tool.…”

Section: ■ Experimental Sectionmentioning

confidence: 99%

Developing Expertise in ¹H NMR Spectral Interpretation

2020

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Advancements in organic chemistry depend upon chemists' ability to interpret NMR spectra, though research demonstrates that cultivating such proficiency requires years of graduate-level study. The organic chemistry community thus needs insight into how this expertise develops to expedite learning among its newest members. This study investigated undergraduate and doctoral chemistry students' understanding and information processing during the interpretation of 1 H NMR spectra and complementary IR spectra. Eighteen undergraduate and seven doctoral chemistry students evaluated the outcome of a series of syntheses using spectra corresponding to the products. Eye movements were measured to identify differences in cognitive processes between undergraduate and doctoral participants, and interviews were conducted to elucidate the chemical assumptions that guided participants' reasoning. Results suggest five areas of understanding are necessary for interpreting spectra, and progress in understanding corresponds to increasing knowledge of experimental and implicit chemical variables. Undergraduate participants exhibited uninformed bidirectional processing of all information, whereas doctoral participants exhibited informed unidirectional processing of relevant information. These findings imply the community can support novices' development of expertise by cultivating relevant understanding and encouraging use of informed interpretation strategies, including preliminary evaluation of relevant variables, prediction of expected spectral features, and search for complementary data across spectra.

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“…Sequential analysis has been shown to reveal a learner's overall learning behavior (Tsai et al, 2012) and that in-depth analysis of individuals' cognitive strategies during goal-oriented tasks (Hou et al, 2009) can be achieved. Moreover, Day et al (2018) found that studies on expert and novice gaze behavior could benefit from identifying patterns that appear with a higher likelihood in a specific expertise group. Consequently, the comparison of gaze sequences using measures of string similarity, such as the Levensthein distance (Levenshtein, 1966), has successfully advanced our understanding of expertise development by showing that experts' eye movements are more similar to each other than to those of lower expertise levels (Kanan et al, 2015;Tien et al, 2015;Watalingam et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…However, for the analysis of perceptual expertise development, two central aspects have yet to be considered. First, although the commonly applied string-edit approaches consider sequential gaze information during sequence comparison, the spatial and the temporal object relationship is lost after the similarity score calculation (Cristino et al, 2010;Day et al, 2018). Thus, after showing that differences between experts and novices exist, the question remains as to which task-specific gaze sequences can be consistently measured in expert eye movements and whether a suitable ET metric can be found that allows quantification of visual expertise development.…”

Section: Introductionmentioning

confidence: 99%

An algorithmic approach to determine expertise development using object-related gaze pattern sequences

et al. 2021

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Eye tracking (ET) technology is increasingly utilized to quantify visual behavior in the study of the development of domain-specific expertise. However, the identification and measurement of distinct gaze patterns using traditional ET metrics has been challenging, and the insights gained shown to be inconclusive about the nature of expert gaze behavior. In this article, we introduce an algorithmic approach for the extraction of object-related gaze sequences and determine task-related expertise by investigating the development of gaze sequence patterns during a multi-trial study of a simplified airplane assembly task. We demonstrate the algorithm in a study where novice (n = 28) and expert (n = 2) eye movements were recorded in successive trials (n = 8), allowing us to verify whether similar patterns develop with increasing expertise. In the proposed approach, AOI sequences were transformed to string representation and processed using the k-mer method, a well-known method from the field of computational biology. Our results for expertise development suggest that basic tendencies are visible in traditional ET metrics, such as the fixation duration, but are much more evident for k-mers of k > 2. With increased on-task experience, the appearance of expert k-mer patterns in novice gaze sequences was shown to increase significantly (p < 0.001). The results illustrate that the multi-trial k-mer approach is suitable for revealing specific cognitive processes and can quantify learning progress using gaze patterns that include both spatial and temporal information, which could provide a valuable tool for novice training and expert assessment.

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Sequence Analysis: Use of Scanpath Patterns for Analysis of Students’ Problem-Solving Strategies

Cited by 6 publications

References 43 publications

Differences in Thematic Map Reading by Students and Their Geography Teacher

Differences in Thematic Map Reading by Students and Their Geography Teacher

Developing Expertise in ¹H NMR Spectral Interpretation

An algorithmic approach to determine expertise development using object-related gaze pattern sequences

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Sequence Analysis: Use of Scanpath Patterns for Analysis of Students’ Problem-Solving Strategies

Cited by 6 publications

References 43 publications

Differences in Thematic Map Reading by Students and Their Geography Teacher

Differences in Thematic Map Reading by Students and Their Geography Teacher

Developing Expertise in 1H NMR Spectral Interpretation

An algorithmic approach to determine expertise development using object-related gaze pattern sequences

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Product

Resources

About

Developing Expertise in ¹H NMR Spectral Interpretation