Test-takers' eye movements: Effects of integration aids and types of graphical representations
Test-takers' eye movements: Effects of integration aids and types of graphical representations
复制标题
考生的眼球运动：整合辅助工具和图形表示类型的影响
DOI：
10.1016/j.compedu.2017.02.007
复制
发表时间：
2017
期刊：
影响因子：
--
通讯作者：
M. A. Lindner
中科院分区：
文献类型：
--
作者：
Steffani Saß;Kerstin Schütte;M. A. Lindner
本研究的重点是整合辅助工具（即信号）及其对学生在评估科学成就的标准化选择题中如何处理不同类型的图形表征（代表性图片、组织图片和图表）的影响。基于文本-图像整合理论，不同类型的图像表征对两种表征的整合过程有着不同的认知要求。此外，根据表现形式的不同，并不是每一张图片都需要正确回答一个问题。60名五、六年级的学生在完成12个选择题的同时记录他们的眼球运动。结果表明，当项目以集成格式呈现时，学生获得的测试分数比以非集成格式呈现时更高，然而，这只适用于图表。眼动数据显示，与非整合格式条件相比，学生在整合格式条件下对项目的图形表示观看的时间更长。此外，在综合格式中查看图表和成就之间的关系出现了。眼动追踪数据显示了不同项目格式的不同模式。学生对综合格式的图形表示的关注时间更长。注视图表的时间与成就有关。
The study focuses on integration aids (i.e., signals) and their effect on how students process different types of graphical representations (representational pictures vs. organizational pictures vs. diagrams) in standardized multiple-choice items assessing science achievement. Based on text-picture integration theories each type of pictorial representation hold different cognitive requirements concerning integration processes of two representations. Further, depending on type of representation not every picture is needed to answer an item correctly.Students from fifth sixth grade (N=60) work through 12 multiple choice items while their eye movements were recorded. Results showed that students achieved higher test scores when items were presented in an integrated format than in a non-integrated format, however, this was only true for diagrams. Eye movement data revealed that students looked longer on the graphical representations in items presented in the integrated format condition compared to the non-integrated format condition. Furthermore, relations between looking at the diagrams and achievement in the integrated format emerged. Eye-tracking data revealed differential pattern depending on item format.Students fixated longer on graphical representations in an integrated format.Fixation time on diagrams is related to achievement.
DOI：
10.14786/flr.v2i4.98
发表时间：
2014
期刊：
影响因子：
--
作者：
Schnotz;Wagner;Gaschler
通讯作者：
Gaschler
影响因子：
6.2
作者：
Scheiter, Katharina;Eitel, Alexander
通讯作者：
Eitel, Alexander