How does visual attention differ between experts and novices on physics problems?

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dc.contributor.author Carmichael, Adrian
dc.contributor.author Larson, Adam
dc.contributor.author Gire, Elizabeth
dc.contributor.author Loschky, Lester C.
dc.contributor.author Rebello, N. Sanjay
dc.date.accessioned 2011-06-27T20:59:09Z
dc.date.available 2011-06-27T20:59:09Z
dc.date.issued 2011-06-27
dc.identifier.uri http://hdl.handle.net/2097/9786
dc.description.abstract Eye movement data has been shown to enhance our understanding of student's problem solving behaviors in physics and also help us identify differences between novices and experts. In this study we compare the eye movement data of experts and novices using introductory conceptual physics problems. The problems chosen all utilize concepts that have an inherent spatial component in their visual representation. To become aware of the critical concept in each problem, the solver must attend to that spatial component of the figure. To gain additional information about how the experts and novices answered each problem, we interviewed the participants about the reasoning process they used and compared these answers to the eye movements. We will discuss our results from interviews as well as eye-tracking data from both experts and novices. en_US
dc.relation.isPartOf K-State Research Forum en_US
dc.subject Physics education en_US
dc.subject Problem solving en_US
dc.subject Graphs en_US
dc.subject Visual attention en_US
dc.subject Eye movements en_US
dc.subject Fixations en_US
dc.subject Expertise en_US
dc.subject Experts en_US
dc.subject Novices en_US
dc.title How does visual attention differ between experts and novices on physics problems? en_US
dc.type Poster en_US
dc.date.published 2011 en_US
dc.description.conference 16th Annual K-State Research Forum, Kansas State University, Manhattan, KS, April 20, 2011 en_US
dc.contributor.authoreid adrianc en_US
dc.contributor.authoreid adlarson en_US
dc.contributor.authoreid loschky en_US
dc.contributor.authoreid srebello en_US


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