An Eye Tracking Study of High- and Low-Performing Students in Solving Interactive and Analytical Problems

Autor/inn/en	Hu, Yiling; Wu, Bian; Gu, Xiaoqing
Titel	An Eye Tracking Study of High- and Low-Performing Students in Solving Interactive and Analytical Problems
Quelle	In: Educational Technology & Society, 20 (2017) 4, S.300-311 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Foreign Countries; Undergraduate Students; Eye Movements; High Achievement; Low Achievement; Problem Solving; Comparative Analysis; Abstract Reasoning; Critical Thinking; Decision Making; Hypothesis Testing; Computer Uses in Education; Interaction; Learning Strategies; Cognitive Processes; Achievement Tests; International Assessment; China (Shanghai); Program for International Student Assessment + Suchen Sie Ihr Suchwort? Ausland; Augenbewegung; Unterdurchschnittliche Leistung; Problemlösen; Abstraktes Denken; Denken; Kritisches Denken; Decision-making; Entscheidungsfindung; Hypothesenprüfung; Hypothesentest; Computernutzung; Interaktion; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Cognitive process; Kognitiver Prozess; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	Test results from the Program for International Student Assessment (PISA) reveal that Shanghai students performed less well in solving interactive problems (those that require uncovering necessary information) than in solving analytical problems (those having all information disclosed at the outset). Accordingly, this study investigates information-processing strategies in solving these two types of complex problems. High- and low-performing students' eye fixations within certain areas of interest (AOIs) as well as their visits between AOIs were recorded as they solved problems on a computer. High-performing students had long fixation durations for the analytical problem and the problem-solving stage of the interactive problem. With regard to the problem exploration stage of the interactive problem, high-performing students had short fixation durations. These findings demonstrate how students had varying information-processing strategies for different types of problem-solving scenarios at different problem-solving stages. The implications of this study are discussed. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Available from: National Sun Yat-sen University. Department of Information Management, 70, Lien-Hai Rd, Kaohsiung, 80424, Taiwan. Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01