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Physical Review Physics Education Research
written by Christoph Hoyer and Raimund Girwidz
Simulations and virtual or remote laboratories are increasingly used in schools. The extent to which individual experimental skills can be acquired when experimenting in digital applications is, however, questionable. This paper focuses on finding multimedia features for digital experiments to support the transfer of measured values from the laboratory system to a diagram. Beside physical considerations, spatial translation processes could be crucial for a successful assignment. Therefore, the influence of the subjects' spatial ability is examined. Using a pretest post-test design (N = 119), the effects of training with supportive animation (animation group) and training with an interactive task and feedback (interactive group) were tested. The results of both groups were each compared to those of a reference group. Eye tracking data were recorded during training to investigate the origin of different training effects. Hence, fixations and saccades during training were analyzed. For the investigation of the distribution of the saccadic movements, polar diagrams were used in combination with estimated probability density functions. The results show that the score in the pretest is correlated to the score achieved in the card rotation test, which measures the spatial rotation skills of the subjects. Further, the subjects in the interactive group benefited from the training more than the subjects in the reference group did. There were no significant differences in the effect of the training between the animation group and the reference group. Eye tracking data reveal that the training in the interactive group caused the most comparative eye movements between the laboratory system and the diagram. The training in the animation group led to the highest visual attention; however, subjects in this group concentrated on the dynamic elements. Results indicate that students with weak spatial skills need additional support transferring measured values to diagram.
Physical Review Physics Education Research: Volume 16, Issue 2, Pages 020124
Subjects ADS Supplements Resource Types
Education - Applied Research
- Instructional Material Design
= Simulation
- Learning Environment
- Technology
= Multimedia
Education - Basic Research
- Achievement
- Learning Theory
= Transfer
- Problem Solving
= Representational Use
- Sample Population
= Age
- Student Characteristics
= Skills
Electricity & Magnetism
- Magnetic Fields and Forces
= Magnetic Vector Potential
General Physics
- Physics Education Research
- Reference Material
= Research study
PER-Central Type Levels Ratings
- PER Literature
- High School
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This material is released under a Creative Commons Attribution 4.0 license.
Rights Holder:
American Physical Society
DOI:
10.1103/PhysRevPhysEducRes.16.020124
Keywords:
eye tracking, eye tracking technology, magnetic field simulation, magnetic field vectors, spatial reasoning, spatial visualization, virtual lab research
Record Creator:
Metadata instance created May 12, 2021 by Bruce Mason
Record Updated:
June 30, 2022 by Caroline Hall
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when Cataloged:
October 19, 2020
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AIP Format
C. Hoyer and R. Girwidz, , Phys. Rev. Phys. Educ. Res. 16 (2), 020124 (2020), WWW Document, (https://doi.org/10.1103/PhysRevPhysEducRes.16.020124).
AJP/PRST-PER
C. Hoyer and R. Girwidz, Animation and interactivity in computer-based physics experiments to support the documentation of measured vector quantities in diagrams: An eye tracking study, Phys. Rev. Phys. Educ. Res. 16 (2), 020124 (2020), <https://doi.org/10.1103/PhysRevPhysEducRes.16.020124>.
APA Format
Hoyer, C., & Girwidz, R. (2020, October 19). Animation and interactivity in computer-based physics experiments to support the documentation of measured vector quantities in diagrams: An eye tracking study. Phys. Rev. Phys. Educ. Res., 16(2), 020124. Retrieved December 6, 2022, from https://doi.org/10.1103/PhysRevPhysEducRes.16.020124
Chicago Format
Hoyer, Christoph, and Raimund Girwidz. "Animation and interactivity in computer-based physics experiments to support the documentation of measured vector quantities in diagrams: An eye tracking study." Phys. Rev. Phys. Educ. Res. 16, no. 2, (October 19, 2020): 020124, https://doi.org/10.1103/PhysRevPhysEducRes.16.020124 (accessed 6 December 2022).
MLA Format
Hoyer, Christoph, and Raimund Girwidz. "Animation and interactivity in computer-based physics experiments to support the documentation of measured vector quantities in diagrams: An eye tracking study." Phys. Rev. Phys. Educ. Res. 16.2 (2020): 020124. 6 Dec. 2022 <https://doi.org/10.1103/PhysRevPhysEducRes.16.020124>.
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@article{ Author = "Christoph Hoyer and Raimund Girwidz", Title = {Animation and interactivity in computer-based physics experiments to support the documentation of measured vector quantities in diagrams: An eye tracking study}, Journal = {Phys. Rev. Phys. Educ. Res.}, Volume = {16}, Number = {2}, Pages = {020124}, Month = {October}, Year = {2020} }
Refer Export Format

%A Christoph Hoyer %A Raimund Girwidz %T Animation and interactivity in computer-based physics experiments to support the documentation of measured vector quantities in diagrams: An eye tracking study %J Phys. Rev. Phys. Educ. Res. %V 16 %N 2 %D October 19, 2020 %P 020124 %U https://doi.org/10.1103/PhysRevPhysEducRes.16.020124 %O text/html

EndNote Export Format

%0 Journal Article %A Hoyer, Christoph %A Girwidz, Raimund %D October 19, 2020 %T Animation and interactivity in computer-based physics experiments to support the documentation of measured vector quantities in diagrams: An eye tracking study %J Phys. Rev. Phys. Educ. Res. %V 16 %N 2 %P 020124 %8 October 19, 2020 %U https://doi.org/10.1103/PhysRevPhysEducRes.16.020124


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