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Abstract Title: Can Visual Cues and Correctness Feedback Influence Students' Reasoning?
Abstract: Research has demonstrated that attentional cues overlaid on diagrams and animations can help students attend to the relevant areas and facilitate problem solving. In this study we investigate the influence of visual cues and correctness feedback on students' reasoning as they solve conceptual physics problems containing a diagram. The participants (N=90) were enrolled in an algebra-based physics course and were individually interviewed. During each interview students solved four problem sets each containing an initial problem, six isomorphic training problems, and a transfer problem. The cued conditions saw visual cues on the training problems, and the feedback conditions were told if their responses (answer and explanation) were correct or incorrect. We found that visual cues and correctness feedback significantly improves students' abilities to solve the training and transfer problems. Supported by NSF grants 1138697 and 0841414.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Amy Rouinfar
Kansas State University
116 Cardwell Hall
Department of Physics
Manhattan, KS 66506-2601
and Co-Presenter(s)
Elise Agra, Kansas State University
Jeffrey Murray, Kansas State University
Adam M. Larson, Kansas State University
Lester C. Loschky, Kansas State University
N. Sanjay Rebello, Kansas State University