Effect of Representation Format on Conceptual Question Performance and Eye-Tracking Measures

Autor/inn/en	Susac, Ana; Planinic, Maja; Bubic, Andreja; Jelicic, Katarina; Palmovic, Marijan
Titel	Effect of Representation Format on Conceptual Question Performance and Eye-Tracking Measures
Quelle	In: Physical Review Physics Education Research, 19 (2023) 2, Artikel 020114 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Susac, Ana) ORCID (Planinic, Maja) ORCID (Jelicic, Katarina) ORCID (Palmovic, Marijan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Eye Movements; Science Tests; Science Achievement; Test Items; Pictorial Stimuli; Physics; Teaching Methods; Scientific Concepts; Comparative Analysis; Scores; Verbal Communication; Foreign Countries; High School Students; Multiple Choice Tests; Croatia + Suchen Sie Ihr Suchwort? Augenbewegung; Test content; Testaufgabe; Fantasieanregung; Physik; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Kroatien
Abstract	Previous studies have shown the important role of different representations in the teaching and learning of physics. In this study, we used eye tracking to investigate the effect of different representations on the process of answering conceptual questions. We compared students' scores and eye-tracking measures on isomorphic questions which contained graphical, pictorial, and verbal representations. On average, in two-thirds of cases, students were consistent in their answers (correct or incorrect) across all three representations. There was no statistically significant difference in students' scores for different representations. However, eye-tracking measures suggest that it was easiest for students to extract information from verbal representations and most difficult from pictorial representations for the conceptual questions used in this study. These results could be useful to teachers and researchers when creating conceptual questions and, more generally, when teaching with multiple representations. (As Provided).
Anmerkungen	American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: https://journals.aps.org/prper/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01