Role of diagrams in problem solving: An evaluation of eye-tracking parameters as a measure of visual attention

Sušac, Ana; Bubić, Andreja; Planinić, Maja; Movre, Marko; Palmović, Marijan

doi:10.1103/physrevphyseducres.15.013101

Cited by 31 publications

(20 citation statements)

References 27 publications

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“…Another study exploring the role of diagrams on supporting students' conceptual understanding has been carried out by Susac et al (2019) who made use of eye tracking technology. The materials used in this study were six multiple-choice questions related to energy concepts.…”

Section: In What Ways Does the Use Of Mr In Instructionmentioning

confidence: 99%

“…• The use of diagrams as a form of representation for simple problems might hinder learning because of the added cognitive load placed on the student (Maries & Singh, 2018;Susac et al, 2019).…”

Section: Synthesis and Gaps In The Literaturementioning

confidence: 99%

“…The use of MR in learning environments is nowadays commonplace as teachers often use representations to make complex and abstract concepts accessible through different forms of visualization, and research shows that the use of MR might enhance student learning (Klein et al, 2018;Korff & Rebello, 2012;Maries & Singh, 2018;McPadden & Brewe, 2017;Podolefsky & Finkelstein, 2006;Rosengrant et al, 2009;Susac et al, 2017Susac et al, , 2019Sutopo & Waldrip, 2014). However, research also shows that students have difficulties in relating and integrating the representations and translating information between them (Bollen et al, 2017;Maries et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

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The Use of Multiple Representations in Undergraduate Physics Education: What Do we Know and Where Do we Go from Here?

Munfaridah

Avraamidou

Goedhart

2021

EURASIA J Math Sci Tech Ed

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Using multiple representations (MR) such as graphs, symbols, diagrams, and text, is central to teaching and learning in physics classrooms. While different studies have provided evidence of the positive impact of the use of MR on physics learning, a comprehensive overview of existing literature on the use of MR in physics education, especially at the undergraduate level, is missing. This manuscript addresses this gap in the literature by reporting on the outcomes of a systematic review study that aimed to provide an overview of the existing knowledge base, to identify gaps in the knowledge base, and to propose future research about the use of MR in the context of undergraduate physics education. For the purpose of this study, we reviewed 24 empirical studies published between 2002 and 2019 in scientific, peer-reviewed journals in the context of undergraduate physics education. The outcomes of this review study are discussed under these themes (a) In what ways does the use of MR in instruction support student learning? (b) What kinds of representations do students use? (c) What difficulties do students face in using MR? (d) What is the relation between students' use of MR and students' problem-solving skills? and, (e) What is the added value of technology integration in teaching with MR? We identify gaps in the existing knowledge base, and we propose future research directions in these three areas: (a) Exploring the use of MR in university physics textbooks; (b) Blending of different kinds of MR; and, (c) The use of virtual reality applications.

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Section: In What Ways Does the Use Of Mr In Instructionmentioning

confidence: 99%

Section: Synthesis and Gaps In The Literaturementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The Use of Multiple Representations in Undergraduate Physics Education: What Do we Know and Where Do we Go from Here?

Munfaridah

Avraamidou

Goedhart

2021

EURASIA J Math Sci Tech Ed

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“…Previous studies have indicated the relationship between people's attention and decoration (Zhang and Seo 2015). When the decoration is increased or complicated, people's attention and fixation points will focus on the decoration (Susac et al 2019). This is because when people observe a product, if the decorative pattern is more complicated, people need to pay more attention to understand the relationship between the decorative pattern and other parts.…”

Section: Relationship Between the Eye Movements And Kansei Evaluationmentioning

confidence: 99%

Tang Dynasty Chair Feature Design Based on Kansei Evaluation and Eye Tracking System

Zhagn¹,

Xu²

2020

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Tang dynasty (AD 618-907) chairs were manufactured during an important period of Chinese furniture development. This paper aims to identify design elements that impact on people's subjective impressions, so as to guide the design of Tang dynasty style chairs. The study combined eye tracking and Kansei evaluation methods to assess the semantic reception of Tang dynasty chairs. The results showed that the influential factors can be grouped into two main categories: decoration and shape. The decorative features of Tang dynasty chairs that have the most significant impact on visual attention were identified. The study determined that the backrests, armrests, and legs of Tang dynasty chairs design were the most important morphological features. Through these morphological features, we can define the Tang dynasty chair style, guide the design of modern Tang dynasty style chairs, and carry out targeted design of Tang dynasty chair style features.

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“…Education and learning data analysis not only can help students with personalized learning but also support teacher personalization [1]. The true visual attention area can reflect a student's interest during the learning process, which can reveal a student's concentration and form a strong basis for learning effect analysis [2]. Furthermore, the change in pupil size reflects fluctuations in emotions and mental state during the learning process.…”

Section: Introductionmentioning

confidence: 99%

Pupil Detection Based on Oblique Projection Using a Binocular Camera

et al. 2020

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The real visual attention areas of students during the learning process are vital data. They represent the students' visual concentration and provide strong support for the analysis of learning effects. It is necessary to use professional equipment to collect the visual attention areas of students on a screen but this equipment is expensive, so it cannot be solely depended upon. A binocular camera can directly obtain the depth information under static conditions; thus, detected pupil and iris sizes do not change as the user-toscreen distance changes. Robust pupil detection is an important prerequisite for gaze detection in a real-world setting. Hence, an accurate algorithm to calculate the position of pupils and the size of irises under natural light is proposed in this paper. It is based on the positive and negative oblique projection of relative linear density. The MPIIGaze dataset was used to test the algorithm, and the experimental results show that the algorithm is resistant to changes in illumination and the presence of glasses. Moreover, compared with a system based on a monocular camera, the error in the distance between label points and gaze location is decreased by 5 pixels and dispersion is decreased by 3 pixels. Finally, the line of sight is concentrated and the dispersion is low. With the 'user-screen' distance between 60cm and 80cm, the accuracy can reach up to 1.5° to 2.2°.

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Role of diagrams in problem solving: An evaluation of eye-tracking parameters as a measure of visual attention

Cited by 31 publications

References 27 publications

The Use of Multiple Representations in Undergraduate Physics Education: What Do we Know and Where Do we Go from Here?

The Use of Multiple Representations in Undergraduate Physics Education: What Do we Know and Where Do we Go from Here?

Tang Dynasty Chair Feature Design Based on Kansei Evaluation and Eye Tracking System

Pupil Detection Based on Oblique Projection Using a Binocular Camera

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