Visual attention while solving the test of understanding graphs in kinematics: an eye-tracking analysis

Abstract

This study used eye-tracking to capture students' visual attention while taking a 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 researchbased distractors, the students were required to judge their response confidence for each question.

Keywords

• kinematics
• eyetracking
• visual attention