Can short duration visual cues influence students’ reasoning and eye movements in physics problems?

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Show simple item record Madsen, Adrian M. Rouinfar, Amy Larson, Adam M. Loschky, Lester C. Rebello, N. Sanjay 2013-09-11T19:21:52Z 2013-09-11T19:21:52Z 2013-09-11
dc.description.abstract We investigate the effects of visual cueing on students’ eye movements and reasoning on introductory physics problems with diagrams. Participants in our study were randomly assigned to either the cued or noncued conditions, which differed by whether the participants saw conceptual physics problems overlaid with dynamic visual cues. Students in the cued condition were shown an initial problem, and if they answered that incorrectly, they were shown a series of problems each with selection and integration cues overlaid on the problem diagrams. Students in the noncued condition were also provided a series of problems, but without any visual cues. We found that significantly more participants in the cued condition answered the problems overlaid with visual cues correctly on one of the four problem sets used and a subsequent uncued problem (the transfer problem) on a different problem set. We also found that those in the cued condition spent significantly less time looking at “novicelike” areas of the diagram in the transfer problem on three of the four problem sets and significantly more time looking at the “expertlike” areas of the diagram in the transfer problem on one problem set. Thus, the use of visual cues to influence reasoning and visual attention in physics problems is promising. en_US
dc.language.iso en_US en_US
dc.relation.uri en_US
dc.rights Published by the American Physical Society under the terms of the Creative Commons Attribution 3.0 License. Further distribution of this work must maintain attribution to the author(s) and the published article’s title, journal citation, and DOI. en_US
dc.subject Visual cueing en_US
dc.subject Physics education en_US
dc.subject Visual attention en_US
dc.subject VIsual cues en_US
dc.title Can short duration visual cues influence students’ reasoning and eye movements in physics problems? en_US
dc.type Article (author version) en_US 2013 en_US
dc.citation.doi doi:10.1103/PhysRevSTPER.9.020104 en_US
dc.citation.epage 020104-16 en_US
dc.citation.issue 2 en_US
dc.citation.jtitle Physical Review Special Topics-Physics Education Research en_US
dc.citation.spage 020104-1 en_US
dc.citation.volume 9 en_US
dc.contributor.authoreid loschky en_US
dc.contributor.authoreid srebello en_US

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