Visual attention while solving the test of understanding graphs in kinematics : an eye-tracking analysis
Year of publication
2020
Authors
Klein, Pascal; Lichtenberger, Andreas; Küchemann, Stefan; Becker, Sebastian; Kekule, Martina; Viiri, Jouni; Baadte, Christiane; Vaterlaus, Andreas; Kuhn, Jochen
Abstract
This study used eye-tracking to record the students' visual attention while taking the test of understanding graphs in kinematics (TUG-K). A total of $N=115$ upper-secondary-level students from Germany and Switzerland took the 26-item multiple-choice instrument after learning about kinematics graphs in the regular classroom. Besides choosing the correct alternative among research-based distractors, the students were required to judge their response confidence for each question. The items were presented sequentially on a computer screen equipped with a remote eye tracker, resulting in a set of approx. 3000 paired responses (accuracy and confidence) and about 40 hours of eye movement-data (approx. 500.000 fixations). The analysis of students' visual attention related to the item stems (questions) and the item options reveal that high response confidence is correlated with shorter visit duration on both elements of the items. While the students' response accuracy and their response confidence are highly correlated on the score level, $r(115)=0.63, p<0.001$, the eye-tracking measures do not sufficiently discriminate between correct and incorrect responses. However, a more fine-grained analysis of visual attention based on different answer options reveals a significant discrimination between correct and incorrect answers in terms of an interaction effect: Incorrect responses are associated with longer visit durations on strong distractors and less time spent on correct options while correct responses show the opposite trend. Outcomes of this study provide new insights into the validation of concept inventories based on students' behavioural level.
Show moreOrganizations and authors
Publication type
Publication format
Article
Parent publication type
Journal
Article type
Original article
Audience
ScientificPeer-reviewed
Peer-ReviewedMINEDU's publication type classification code
A1 Journal article (refereed), original researchPublication channel information
Journal
Publisher
Volume
41
Issue
2
Article number
025701
ISSN
Publication forum
Publication forum level
1
Open access
Open access in the publisher’s service
Yes
Open access of publication channel
Partially open publication channel
Self-archived
Yes
Other information
Fields of science
Educational sciences
Keywords
[object Object],[object Object]
Publication country
United Kingdom
Internationality of the publisher
International
Language
English
International co-publication
Yes
Co-publication with a company
No
DOI
10.1088/1361-6404/ab5f51
The publication is included in the Ministry of Education and Culture’s Publication data collection
Yes