Effect of representation format on conceptual question performance and eye-tracking measures

Scientific paper - Original scientific paper

• Author: Ana Sušac
• Author: Maja Planinić
• Author: Andreja Bubic
• Author: Katarina Jeličić
• Author: Marijan Palmović
• Author's institution: University of Zagreb; Faculty of Science; (Department of Physics)
• Scientific / art field, discipline and subdiscipline: NATURAL SCIENCES; Physics

Abstract (english)

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.

• Keywords (english): graph; pictorial representation; verbal representation; conceptual understanding; eye movements
• Language: english
• Publication type: Scientific paper - Original scientific paper
• Publication status: Published
• Peer review: Peer review - international
• Publication version: Published version
• Journal title: Physical Review Physics Education Research
• Numbering: vol. 19, no. 2, 020114
• e-ISSN: 2469-9896
• DOI: https://doi.org/10.1103/PhysRevPhysEducRes.19.020114
• URN:NBN: urn:nbn:hr:217:865244
• Publication: 2023
• Document URL: https://link.aps.org/doi/10.1103/PhysRevPhysEducRes.19.020114
• Type of resource: Text
• Access conditions: Open access
• Public note: Published by the American Physical Society under the terms of the Creative Commons Attribution 4.0 International license. Further distribution of this work must maintain attribution to the author(s) and the published article’s title, journal citation, and DOI. Received 9 October 2022; accepted 31 May 2023; published 18 August 2023.
• Created on: 2024-07-23 08:08:32