PERC 2025 Abstract Detail Page
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| Abstract Title: | Beyond Words: How Graphical Hints Enhance Students’ Conceptual Understanding in Physics |
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| Abstract Type: | Contributed Poster Presentation |
| Abstract: | This study investigates the effects of graphical, typographic, and vocal hints--individually and in combination--on students' conceptual physics problem-solving. A total of 162 participants completed four problem sets, each containing an initial problem, six isomorphic training problems, and both near and far transfer problems. Using a 2×2×2 between-participant quasi-experimental design, we examined how different hint modalities influenced performance. Results showed significant improvement from pretest to transfer problems, indicating that solving isomorphic problems with hints supports learning. Graphical hints consistently outperformed typographic and vocal hints during training. Interestingly, combining typographic and vocal hints led to poorer performance than using either alone, contradicting the auditory superiority effect. These findings suggest that while visual cues offer strong support for conceptual understanding, integrating multiple hint types requires careful design to avoid cognitive overload. We offer instructional design recommendations that emphasize the value of graphical hints and caution against redundant or conflicting multimodal presentations. |
| Session Time: | Poster Session C |
| Poster Number: | C-92 |
Author/Organizer Information | |
| Primary Contact: |
Xian Wu University of Connecticut Storrs, CT 06269 Phone: 8604860445 |
