SummaryThis study aimed to examine how different forms (still pictures vs. animations) of seductive illustrations impact text‐and‐graphic learning processes, perceptions, and outcomes. An eye‐tracking experiment of three groups (static, dynamic, and control) was conducted with 60 college and graduate students while learning with PowerPoint slides about infant motor development milestones. Prior knowledge, learning performance, learning perception, and visual attention were assessed by achievement tests, self‐rated scales, and eye‐tracking measures. Analysis of variance and t test results showed that, under a low task‐load condition, no seductive details effect was found for learning achievement but was found for learning process and perception. Decreased attention was found in the relevant pictures in both experimental groups. With more deeply and intensively processing on the seductive animations, the dynamic group perceived more distractions than the static group. Lag sequential analysis results revealed different visual transitional patterns for the groups, providing deep understandings about the process of seductive details effects.

Promoting understanding of the epistemologies of science has long been the primary objective in science education, and can be viewed as a form of science learning outcome.Many studies have attempted to understand learners' conceptions of epistemology in science from various perspectives and methods; however, no recent reviews have focused on the measurement of various constructs and variables of epistemologies of science. The main purpose of this review study is to understand how these epistemologies in science teaching and learning were measured, and to provide an overview of recent developments with respect to the measurement issue in the epistemology of science. We searched for articles that were published between 2010 and 2019 and retained 225 eligible studies passing all review criteria for inclusion in this review. Major constructs of epistemologies of science emerging from the studies include epistemic beliefs and views, nature of science, epistemic

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Robotics education has gradually been emphasized in contemporary school curricula; however, assessment tools for robotics learning are still limited. Based on Bloom’s Taxonomy of educational objectives, this study aimed to develop the Robotics Learning Self-Efficacy Scale (RLSES) with a two-level construct of five dimensions for assessing students’ self-efficacy for learning robotics. A total of 181 elementary, junior high and senior high school students (5th–12th graders) with robotics learning experience were selected as the sample of this study. A questionnaire including 32 candidate items designed for the initial version of the RLSES was administered to the sample. An exploratory factor analysis was conducted and, finally, 16 items were drawn for the final RLSES under five subscales ( Comprehension, Practice, Analysis, Application, and Collaboration), with a total explained variance of 85.28%. The Cronbach’s alpha reliability was .97 for the overall scale, ranging from .87 to .95 for the subscales. The inter-correlation analysis showed evidence of discriminant validity. Regression analysis results supported that Practice and Comprehension self-efficacy were significant predictors of Analysis, Application, and Collaboration self-efficacy, confirming the two-level (2 × 3) construct of the RLSES. Significant differences among school levels were found and are discussed.

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