Publication at Faculty of Mathematics and Physics |
2019
Abstract
We used an eye-tracking method to investigate students' problem-solving processes during a multiple-choice test about dynamics in physics. Multiple choice alternatives were given in both text and graph form.
We explored how students' gaze allocation and gaze transitions between text and graph alternatives differed depending on their graph/text preference. Twenty high school students from CZE and FIN participated in the study.
We found that students with different preferences examined the options differently. There were also some differences in gaze transitions between the different preference groups.