Effect of representation format on conceptual question performance and eye-tracking measures
Previous studies have shown the important role of different representations in the teaching and learning of physics. In this study, we used eye tracking to investigate the effect of different representations on the process of answering conceptual questions. We compared students’ scores and eye-track...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
American Physical Society
2023-08-01
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| Series: | Physical Review Physics Education Research |
| Online Access: | http://doi.org/10.1103/PhysRevPhysEducRes.19.020114 |
| _version_ | 1797741120009011200 |
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| author | Ana Susac Maja Planinic Andreja Bubic Katarina Jelicic Marijan Palmovic |
| author_facet | Ana Susac Maja Planinic Andreja Bubic Katarina Jelicic Marijan Palmovic |
| author_sort | Ana Susac |
| collection | DOAJ |
| description | Previous studies have shown the important role of different representations in the teaching and learning of physics. In this study, we used eye tracking to investigate the effect of different representations on the process of answering conceptual questions. We compared students’ scores and eye-tracking measures on isomorphic questions which contained graphical, pictorial, and verbal representations. On average, in two-thirds of cases, students were consistent in their answers (correct or incorrect) across all three representations. There was no statistically significant difference in students’ scores for different representations. However, eye-tracking measures suggest that it was easiest for students to extract information from verbal representations and most difficult from pictorial representations for the conceptual questions used in this study. These results could be useful to teachers and researchers when creating conceptual questions and, more generally, when teaching with multiple representations. |
| first_indexed | 2024-03-12T14:22:17Z |
| format | Article |
| id | doaj.art-4fb05f5bc3df46e2a9729768b88d0b59 |
| institution | Directory Open Access Journal |
| issn | 2469-9896 |
| language | English |
| last_indexed | 2024-03-12T14:22:17Z |
| publishDate | 2023-08-01 |
| publisher | American Physical Society |
| record_format | Article |
| series | Physical Review Physics Education Research |
| spelling | doaj.art-4fb05f5bc3df46e2a9729768b88d0b592023-08-18T14:28:11ZengAmerican Physical SocietyPhysical Review Physics Education Research2469-98962023-08-0119202011410.1103/PhysRevPhysEducRes.19.020114Effect of representation format on conceptual question performance and eye-tracking measuresAna SusacMaja PlaninicAndreja BubicKatarina JelicicMarijan PalmovicPrevious studies have shown the important role of different representations in the teaching and learning of physics. In this study, we used eye tracking to investigate the effect of different representations on the process of answering conceptual questions. We compared students’ scores and eye-tracking measures on isomorphic questions which contained graphical, pictorial, and verbal representations. On average, in two-thirds of cases, students were consistent in their answers (correct or incorrect) across all three representations. There was no statistically significant difference in students’ scores for different representations. However, eye-tracking measures suggest that it was easiest for students to extract information from verbal representations and most difficult from pictorial representations for the conceptual questions used in this study. These results could be useful to teachers and researchers when creating conceptual questions and, more generally, when teaching with multiple representations.http://doi.org/10.1103/PhysRevPhysEducRes.19.020114 |
| spellingShingle | Ana Susac Maja Planinic Andreja Bubic Katarina Jelicic Marijan Palmovic Effect of representation format on conceptual question performance and eye-tracking measures Physical Review Physics Education Research |
| title | Effect of representation format on conceptual question performance and eye-tracking measures |
| title_full | Effect of representation format on conceptual question performance and eye-tracking measures |
| title_fullStr | Effect of representation format on conceptual question performance and eye-tracking measures |
| title_full_unstemmed | Effect of representation format on conceptual question performance and eye-tracking measures |
| title_short | Effect of representation format on conceptual question performance and eye-tracking measures |
| title_sort | effect of representation format on conceptual question performance and eye tracking measures |
| url | http://doi.org/10.1103/PhysRevPhysEducRes.19.020114 |
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