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Abstract Title: Students’ visual gaze in solving sequential and simultaneous synthesis problems
Abstract: We explore how students visual gaze changes as they tackle sequential and simultaneous synthesis problems. Sequential problems involve multiple events that occur chronologically, and simultaneous problems involve events that occur concurrently. Using eye tracker, we recorded students' eye movements when they handled the tasks and verbalized their problem-solving strategies. These students (N = 22) were from an introductory calculus-based physics course. Results indicate that students made more gaze transitions between problem statement and diagram in simultaneous tasks than in sequential ones. However, they made more gaze transitions between different elements of the diagram in sequential tasks than in simultaneous ones. Further, for the sequential tasks, most students identified two concepts (regardless of correctness) but often invoked only one concept for simultaneous tasks. The results indicate that students tended to divide sequential problems into segments of smaller tasks but treated simultaneous problems as a single-step task.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session II
Poster Number: 2.F1

Author/Organizer Information

Primary Contact: Bashirah Ibrahim
Bahrain Teachers College, University of Bahrain
and Co-Presenter(s)
Lin Ding, Department of Teaching and Learning, The Ohio State University, Columbus, OH 43210.