Time Limits in Testing: An Analysis of Eye Movements and Visual Attention in Spatial Problem Solving

Autor/inn/en	Roach, Victoria A.; Fraser, Graham M.; Kryklywy, James H.; Mitchell, Derek G. V.; Wilson, Timothy D.
Titel	Time Limits in Testing: An Analysis of Eye Movements and Visual Attention in Spatial Problem Solving
Quelle	In: Anatomical Sciences Education, 10 (2017) 6, S.528-537 (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Roach, Victoria A.) ORCID (Wilson, Timothy D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-9772
DOI	10.1002/ase.1695
Schlagwörter	Timed Tests; Eye Movements; Visual Perception; Attention; Spatial Ability; Problem Solving; Cognitive Processes; Scores; Cognitive Ability; Anatomy + Suchen Sie Ihr Suchwort? Augenbewegung; Visuelle Wahrnehmung; Aufmerksamkeit; Räumliches Vorstellungsvermögen; Problemlösen; Cognitive process; Kognitiver Prozess; Denkfähigkeit; Anatomie
Abstract	Individuals with an aptitude for interpreting spatial information (high mental rotation ability: HMRA) typically master anatomy with more ease, and more quickly, than those with low mental rotation ability (LMRA). This article explores how visual attention differs with time limits on spatial reasoning tests. Participants were assorted to two groups based on their mental rotation ability scores and their eye movements were collected during these tests. Analysis of salience during testing revealed similarities between MRA groups in untimed conditions but significant differences between the groups in the timed one. Question-by-question analyses demonstrate that HMRA individuals were more consistent across the two timing conditions (? = 0.25), than the LMRA (? = 0.013). It is clear that the groups respond to time limits differently and their apprehension of images during spatial problem solving differs significantly. Without time restrictions, salience analysis suggests LMRA individuals attended to similar aspects of the images as HMRA and their test scores rose concomitantly. Under timed conditions however, LMRA diverge from HMRA attention patterns, adopting inflexible approaches to visual search and attaining lower test scores. With this in mind, anatomical educators may wish to revisit some evaluations and teaching approaches in their own practice. Although examinations need to evaluate understanding of anatomical relationships, the addition of time limits may induce an unforeseen interaction of spatial reasoning and anatomical knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01