Visual search patterns, information selection strategies, and information anxiety for online information problem solving

Visual behavior patterns of successful decision makers in crime scene photo investigation: An eye tracking analysis

“…Such a transfer was good since it meant that the students who answered the question correctly did pay attention to the important Critical Area. The information processing of the image representation of the crime scene is not only decoded at the level of visual perception to graphic features but involves a higher-level cognitive processing, for example, the self-control of not letting attention attracted to irrelevant information while shifting attention to critical area to facilitate the decoding of key information (clues) and to stimulate and extract specific conceptual knowledge related to problem solving in the memory [20,40,41].…”

“…Besides being widely used in reading, scene perception, and visual search [12], eye-tracking technology has been applied to various educational aspects, such as digital learning, program comprehension, and validating the effectiveness of subject materials [16][17][18][19]. There are also considerable applications on the topic of expert-novice differences in problem solving, where studies have found differences in eye movements between those who succeed and those who fail or between experts and novices, evidencing that eye movements are relevant to cognitive processes [20]. Rayner [11] pointed out that most studies on gaze behavior seem to suggest that eye movements contain abundant information relative to cognitive processes.…”

Digital Distance Learning and the Transformation of Vocational Schools From a Qualitative Perspective

“…In the context of vocational schools, teachers should further enhance their ability to bridge theoretical and practical learning places, by educating themselves about simulations (Jossberger et al, 2018;Rausch et al, 2021) and learning factories (Faßhauer et al, 2021;Roll and Ifenthaler, 2021). The training programs have to be specifically adapted to the abilities of teachers, such as their prior knowledge and preferred style of teaching (Darling-Hammond et al, 2017;Terhart, 2019;van Ackeren et al, 2019). In addition to formal education programs, teachers can benefit from each other's experience in collaborative processes within a single school or within a professional network (Romeu et al, 2016;García-Martínez et al, 2020).…”

“…Advancements in teacher education should not be limited to in-service teachers. In the future, digital tools, methods and content has to be further implemented into pre-service teachers training programs at the university level (van Ackeren et al, 2019). Digitally competent young professionals might function as multiplicators at school level, where they can profit from the work experience of expert educators (Scantlebury et al, 2008).…”

“…On the one hand, digitalization requires the facilitation of new competencies, on the other hand, new digital educational tools and methods arise (Collins and Halverson, 2018). Amongst others, these competences include the ability to handle various digital technologies (Falloon, 2020), but also data literacy, information retrieval skills and the evaluation of digital data (Koltay, 2017;Henderson and Corry, 2021;Tsai and Wu, 2021). Future citizens are challenged with the protection of their personal data (Schüller, 2020;Horn and Otto, 2021) and digital collaboration (López-Meneses et al, 2020).…”