Differences in visual attention between those who correctly and incorrectly answer physics problems

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dc.contributor.author Madsen, Adrian M.
dc.contributor.author Larson, Adam M.
dc.contributor.author Loschky, Lester C.
dc.contributor.author Rebello, N. Sanjay
dc.date.accessioned 2012-06-18T18:17:34Z
dc.date.available 2012-06-18T18:17:34Z
dc.date.issued 2012-06-18
dc.identifier.uri http://hdl.handle.net/2097/13941
dc.description.abstract This study investigated how visual attention differed between those who correctly versus incorrectly answered introductory physics problems. We recorded eye movements of 24 individuals on six different conceptual physics problems where the necessary information to solve the problem was contained in a diagram. The problems also contained areas consistent with a novicelike response and areas of high perceptual salience. Participants ranged from those who had only taken one high school physics course to those who had completed a Physics Ph.D. We found that participants who answered correctly spent a higher percentage of time looking at the relevant areas of the diagram, and those who answered incorrectly spent a higher percentage of time looking in areas of the diagram consistent with a novicelike answer. Thus, when solving physics problems, top-down processing plays a key role in guiding visual selective attention either to thematically relevant areas or novicelike areas depending on the accuracy of a student’s physics knowledge. This result has implications for the use of visual cues to redirect individuals’ attention to relevant portions of the diagrams and may potentially influence the way they reason about these problems. en_US
dc.relation.uri http://prst-per.aps.org/toc/PRSTPER/v8/i1 en_US
dc.subject Visual attention en_US
dc.subject Physics problems en_US
dc.subject Novicelike misconcpetions en_US
dc.subject Visual cues en_US
dc.title Differences in visual attention between those who correctly and incorrectly answer physics problems en_US
dc.type Article (publisher version) en_US
dc.date.published 2012 en_US
dc.citation.doi doi: 10.1103/PhysRevSTPER.8.010122 en_US
dc.citation.epage 010122-13 en_US
dc.citation.issue 1 en_US
dc.citation.jtitle Physical Review Special Topics - Physics Education Research en_US
dc.citation.spage 010122-1 en_US
dc.citation.volume 8 en_US
dc.contributor.authoreid adrainc en_US
dc.contributor.authoreid adlarson en_US
dc.contributor.authoreid loschky en_US
dc.contributor.authoreid srebello en_US

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