Eye-tracking Research Method in Physics Education Research
PDF (Čeština)

How to Cite

Kekule, M. (2014). Eye-tracking Research Method in Physics Education Research. Scientia in Educatione, 5(2), 58–73. https://doi.org/10.14712/18047106.107

Abstract

The paper presents eye-tracking research method and its use in physics education research. The method is widely used in marketing, reading research, in sportsmen education etc., however in PER it is rarely used. The paper presents five studies (and one more from biology education), which concerned students’ problem solving (mechanics and electricity). The method was used for both qualitative and quantitative form of research. The most often used comparison of characteristic connected with eye focus was  provided. Students prevalently studying at universities were tested; a number of a sample ranged 11–43. The results show several differences between high and low performing students. Limits of the method are presented as well.
https://doi.org/10.14712/18047106.107
PDF (Čeština)

References

Beichner, R., J. (1994). Testing student interpretation of kinematics graphs. American Journal of Physics, 62, 750-762.

Bojko, A. (2013). Eye Tracking the User Experience: A Practical Guide to Research. Rosenfeld Media. ISBN 1457103028.

Carmi, R., Itti, L. (2006). Visual causes versus correlates of attentional selection in dynamic scenes. Vision Res., 46, 4333.

Duchowski, A. (2006). Eye Tracking Methodology. Theory and Practice. 2nd edition, Springer.

Duchowski, A. (2002). A breadth-first survey of eye-tracking applications. Behavior Research Methods, Instruments&Computers. 34(4), 455-470.

Gegenfurtner, A., Lehtinen, E., Saljo, R. (2011). Expertise Differences in the Comprehension of Visualizations: a Meta-Analysis of Eye-Tracking Research in Professional Domains. Educ. Psychol. Rev., 23, 523-552.

Gerace, W. J. (2001). Problem Solving and Conceptual Understanding. Proceedings PERC 2001. Dostupné on-line z http://umperg.physics.umass.edu/writings/online

Graesser, A., C. (2005). Question asking and eye tracking during cognitive disequilibrium: Comprehending illustrated texts on devices when the devices break down. Memory&Cognition, 33(7), 1235-1247.

Harel, J., Koch, C., Perona, P. (2007). Graph-based visual saliency. Advances in Neural Information Processing Systems 19, edited by B. Scholkopf, J. Platt and T. Hoffman. Cambridge: MIT Press. 545-552

Hestenes, D., Wells, M. , Swaxkhamer, G. (1992). Force Concept Inventory. American Journal of Physics, 30, 141 – 154.

Just, M. A., Carpenter, P. A. (1976). Eye fixation and cognitive processes. Cognitive Psychology, 8, 441-480.

Kekule, M. (2014). Students’ approaches when dealing with kinematics graphs explored by eye-tracking research method In: Bilsel, A., Garip, M. U. Proceedings of the Frontiers in Mathematics and Science Education Research Conference, FISER' 2014. Science Education research Group as Eastern Mediterranean University: Famagusta. 2014. pp. 108-117.

Kozhevnikov, M., Motes, M., Hegarthy, M. (2007). Spatial Visualization in Physics Problem Solving. Cognitive Science, 31, 549-579

Lukavský, J. (2005). Sledování očních pohybů. Bakalářská práce. MFF UK, Praha.

Madsen, A. M. et al. (2012). Difference in visual attention between those who correctly and incorrectly answer physics problems. Physical Review Special Topics – Physics Education Research, 8. DOI: 10.1103/PhysRevSTPER.8.010122

Mandíková, D., Čížková, D. (2010). Prekoncepce studentů o síle a pohybu – výsledky testu FCI. PMFA, 55(2), 148-154.

Miellet S., O'Donnell P.J. & Sereno S.C. (2009). Parafoveal Magnification: Visual Acuity Does Not Modulate the Perceptual Span in Reading. Psychological Science, 20, 721–728

Pozzer, L. L., Roth, W. M. (2003). Prevalence, function, and structure of photographs in high school biology textbooks. Journal of Research in Science Teaching, 40, 1089-1114.

Rosengrant, D., Thomson, C., Mzoughi, T. (2009). Comparing Experts and Novices in Solving Electrical Circuit Problems with the Help of Eye-Tracking. Proceedings of the 2009 Physics Education Research Conference, ed. Sabella, M. Henderson, C. and Singh, C. New York: American Institute of physics. Mellville, 249-252.

Slykhuis, D. A., Wiebe, E. N., Annetta, L. A. (2005). Eye-Tracking Students’ Attention to PowerPoint Photographs in a Science Education Setting. Journal of Sci. Ed. and Tech., 14 (5/6), DOI:10.1007/s10956-005-0225-z

Smith, A., Mestre, J., Ross, B. (2010). Eye-gaze patterns as students study worked-out examples in mechanics. Physical Review Special Topics – PER, 6, DOI: 10.1103/PhysRevSTPER.6.020118

Trulikova, B. (2010). Miskoncepce žáků a studentů při interpretaci kinematických grafů. Bakalářská práce. Matematicko-fyzikální fakulta UK. Praha.

Van Gog, T., Paas, F., Van Merrienboer, J. (2005). Uncovering Experise-Related Differences in Troubleshooting Performance: Combining Eye Movement and Concurrent Verbal Protocol Data. Applied Cognitive Psychology, 19, 205-221.

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of the published work (See The Effect of Open Access).