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Scientific paper - Original scientific paper
Effect of representation format on conceptual question performance and eye-tracking measures
Physical Review Physics Education Research, 19 (2023), 2; 020114. https://doi.org/10.1103/PhysRevPhysEducRes.19.020114
Sušac, Ana; Planinić, Maja; Bubic, Andreja; Jeličić, Katarina; Palmović, Marijan

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Sušac, A., Planinić, M., Bubic, A., Jeličić, K. & Palmović, M. (2023). Effect of representation format on conceptual question performance and eye-tracking measures. Physical Review Physics Education Research, 19. (2). doi: 10.1103/PhysRevPhysEducRes.19.020114

Sušac, Ana, et al. "Effect of representation format on conceptual question performance and eye-tracking measures." Physical Review Physics Education Research, vol. 19, no. 2, 2023. https://doi.org/10.1103/PhysRevPhysEducRes.19.020114

Sušac, Ana, Maja Planinić, Andreja Bubic, Katarina Jeličić and Marijan Palmović. "Effect of representation format on conceptual question performance and eye-tracking measures." Physical Review Physics Education Research 19, no. 2 (2023). https://doi.org/10.1103/PhysRevPhysEducRes.19.020114

Sušac, A., et al. (2023) 'Effect of representation format on conceptual question performance and eye-tracking measures', Physical Review Physics Education Research, 19(2). doi: 10.1103/PhysRevPhysEducRes.19.020114

Sušac A, Planinić M, Bubic A, Jeličić K, Palmović M. Effect of representation format on conceptual question performance and eye-tracking measures. Physical Review Physics Education Research [Internet]. 2023 [cited 2024 November 26];19(2). doi: 10.1103/PhysRevPhysEducRes.19.020114

A. Sušac, M. Planinić, A. Bubic, K. Jeličić and M. Palmović, "Effect of representation format on conceptual question performance and eye-tracking measures", Physical Review Physics Education Research, vol. 19, no. 2, 2023. [Online]. Available at: https://urn.nsk.hr/urn:nbn:hr:217:865244. [Accessed: 26 November 2024]

Metadata
Title (english)Effect of representation format on conceptual question performance and eye-tracking measures
AuthorAna Sušac
AuthorMaja Planinić
AuthorAndreja Bubic
AuthorKatarina Jeličić
AuthorMarijan Palmović
Author's institutionUniversity of Zagreb
Faculty of Science
(Department of Physics)
Scientific / art field,
discipline and subdiscipline		NATURAL SCIENCES
Physics
Abstract (english)
Previous studies have shown the important role of different representations in the teaching and learning of physics. In this study, we used eye tracking to investigate the effect of different representations on the process of answering conceptual questions. We compared students’ scores and eye-tracking measures on isomorphic questions which contained graphical, pictorial, and verbal representations. On average, in two-thirds of cases, students were consistent in their answers (correct or incorrect) across all three representations. There was no statistically significant difference in students’ scores for different representations. However, eye-tracking measures suggest that it was easiest for students to extract information from verbal representations and most difficult from pictorial representations for the conceptual questions used in this study. These results could be useful to teachers and researchers when creating conceptual questions and, more generally, when teaching with multiple representations.
Keywords (english)
Languageenglish
Publication typeScientific paper - Original scientific paper
Publication statusPublished
Peer reviewPeer review - international
Publication versionPublished version
Journal titlePhysical Review Physics Education Research
Numberingvol. 19, no. 2, 020114
e-ISSN2469-9896
DOIhttps://doi.org/10.1103/PhysRevPhysEducRes.19.020114
URN:NBNurn:nbn:hr:217:865244
Publication2023
Document URLhttps://link.aps.org/doi/10.1103/PhysRevPhysEducRes.19.020114
Type of resourceText
Access conditionsOpen access
Terms of useLicence Attribution 4.0 International (CC BY 4.0) icon
Public notePublished by the American Physical Society under the terms of the Creative Commons Attribution 4.0 International license. Further distribution of this work must maintain attribution to the author(s) and the published article’s title, journal citation, and DOI. Received 9 October 2022; accepted 31 May 2023; published 18 August 2023.
Created on2024-07-23 08:08:32