Learning differences and eye fixation patterns in virtual and physical science laboratories

Kuei Pin Chien, Cheng Yue Tsai, Hsiu Ling Chen, Wen-Hua Chang, Sufen Chen

Research output: Contribution to journalArticle

15 Citations (Scopus)

Abstract

This project analyzed high school students' performance and eye movement while learning in a simulation-based laboratory (SBL) and a microcomputer-based laboratory (MBL). Although the SBL and the MBL both used computers to collect, graph, and analyze data, the MBL involved manual manipulation of concrete materials, whereas the SBL displayed everything on a monitor. Fifty senior high school students at three urban public high schools in Taipei were randomly assigned to the MBL and SBL settings. The participants conducted the Boyle's Law experiment with an accompanying worksheet and completed pre- and post-conceptual tests. FaceLAB and ASL MobileEye were used to record each participant's eye movements in the SBL and MBL settings, respectively. The results showed that lower achievers improved significantly from the pre-to post-conceptual tests. The SBL group tended to carry out more experiments. Moreover, the MBL group's performance on the worksheet was moderately correlated with their post-test. However, this correlation was not found for the SBL group. Furthermore, at the beginning of the laboratories, the SBL group had a higher percentage of fixations with longer fixation duration, which implies more attention to and deeper cognitive processing of the equipment and running experiments, while the MBL group focused on the worksheet. This study concludes that, for e-learning like SBLs, students tend to start off doing an experiment, and then think about the questions on the worksheets, whereas for physical laboratories like MBLs, they tend to think before doing.

Original languageEnglish
Pages (from-to)191-201
Number of pages11
JournalComputers and Education
Volume82
DOIs
Publication statusPublished - 2015 Jan 1

Fingerprint

science
learning
microcomputer
Microcomputers
simulation
Eye movements
experiment
Students
Group
Experiments
school
student
electronic learning
performance
manipulation
Concretes
Law
Processing

Keywords

  • Applications in subject areas
  • Secondary education
  • Simulations

ASJC Scopus subject areas

  • Computer Science(all)
  • Education

Cite this

Learning differences and eye fixation patterns in virtual and physical science laboratories. / Chien, Kuei Pin; Tsai, Cheng Yue; Chen, Hsiu Ling; Chang, Wen-Hua; Chen, Sufen.

In: Computers and Education, Vol. 82, 01.01.2015, p. 191-201.

Research output: Contribution to journalArticle

Chien, Kuei Pin ; Tsai, Cheng Yue ; Chen, Hsiu Ling ; Chang, Wen-Hua ; Chen, Sufen. / Learning differences and eye fixation patterns in virtual and physical science laboratories. In: Computers and Education. 2015 ; Vol. 82. pp. 191-201.
@article{52fcf01e48744c0291705a95f69687e7,
title = "Learning differences and eye fixation patterns in virtual and physical science laboratories",
abstract = "This project analyzed high school students' performance and eye movement while learning in a simulation-based laboratory (SBL) and a microcomputer-based laboratory (MBL). Although the SBL and the MBL both used computers to collect, graph, and analyze data, the MBL involved manual manipulation of concrete materials, whereas the SBL displayed everything on a monitor. Fifty senior high school students at three urban public high schools in Taipei were randomly assigned to the MBL and SBL settings. The participants conducted the Boyle's Law experiment with an accompanying worksheet and completed pre- and post-conceptual tests. FaceLAB and ASL MobileEye were used to record each participant's eye movements in the SBL and MBL settings, respectively. The results showed that lower achievers improved significantly from the pre-to post-conceptual tests. The SBL group tended to carry out more experiments. Moreover, the MBL group's performance on the worksheet was moderately correlated with their post-test. However, this correlation was not found for the SBL group. Furthermore, at the beginning of the laboratories, the SBL group had a higher percentage of fixations with longer fixation duration, which implies more attention to and deeper cognitive processing of the equipment and running experiments, while the MBL group focused on the worksheet. This study concludes that, for e-learning like SBLs, students tend to start off doing an experiment, and then think about the questions on the worksheets, whereas for physical laboratories like MBLs, they tend to think before doing.",
keywords = "Applications in subject areas, Secondary education, Simulations",
author = "Chien, {Kuei Pin} and Tsai, {Cheng Yue} and Chen, {Hsiu Ling} and Wen-Hua Chang and Sufen Chen",
year = "2015",
month = "1",
day = "1",
doi = "10.1016/j.compedu.2014.11.023",
language = "English",
volume = "82",
pages = "191--201",
journal = "Computers and Education",
issn = "0360-1315",
publisher = "Elsevier Limited",

}

TY - JOUR

T1 - Learning differences and eye fixation patterns in virtual and physical science laboratories

AU - Chien, Kuei Pin

AU - Tsai, Cheng Yue

AU - Chen, Hsiu Ling

AU - Chang, Wen-Hua

AU - Chen, Sufen

PY - 2015/1/1

Y1 - 2015/1/1

N2 - This project analyzed high school students' performance and eye movement while learning in a simulation-based laboratory (SBL) and a microcomputer-based laboratory (MBL). Although the SBL and the MBL both used computers to collect, graph, and analyze data, the MBL involved manual manipulation of concrete materials, whereas the SBL displayed everything on a monitor. Fifty senior high school students at three urban public high schools in Taipei were randomly assigned to the MBL and SBL settings. The participants conducted the Boyle's Law experiment with an accompanying worksheet and completed pre- and post-conceptual tests. FaceLAB and ASL MobileEye were used to record each participant's eye movements in the SBL and MBL settings, respectively. The results showed that lower achievers improved significantly from the pre-to post-conceptual tests. The SBL group tended to carry out more experiments. Moreover, the MBL group's performance on the worksheet was moderately correlated with their post-test. However, this correlation was not found for the SBL group. Furthermore, at the beginning of the laboratories, the SBL group had a higher percentage of fixations with longer fixation duration, which implies more attention to and deeper cognitive processing of the equipment and running experiments, while the MBL group focused on the worksheet. This study concludes that, for e-learning like SBLs, students tend to start off doing an experiment, and then think about the questions on the worksheets, whereas for physical laboratories like MBLs, they tend to think before doing.

AB - This project analyzed high school students' performance and eye movement while learning in a simulation-based laboratory (SBL) and a microcomputer-based laboratory (MBL). Although the SBL and the MBL both used computers to collect, graph, and analyze data, the MBL involved manual manipulation of concrete materials, whereas the SBL displayed everything on a monitor. Fifty senior high school students at three urban public high schools in Taipei were randomly assigned to the MBL and SBL settings. The participants conducted the Boyle's Law experiment with an accompanying worksheet and completed pre- and post-conceptual tests. FaceLAB and ASL MobileEye were used to record each participant's eye movements in the SBL and MBL settings, respectively. The results showed that lower achievers improved significantly from the pre-to post-conceptual tests. The SBL group tended to carry out more experiments. Moreover, the MBL group's performance on the worksheet was moderately correlated with their post-test. However, this correlation was not found for the SBL group. Furthermore, at the beginning of the laboratories, the SBL group had a higher percentage of fixations with longer fixation duration, which implies more attention to and deeper cognitive processing of the equipment and running experiments, while the MBL group focused on the worksheet. This study concludes that, for e-learning like SBLs, students tend to start off doing an experiment, and then think about the questions on the worksheets, whereas for physical laboratories like MBLs, they tend to think before doing.

KW - Applications in subject areas

KW - Secondary education

KW - Simulations

UR - http://www.scopus.com/inward/record.url?scp=84917729413&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84917729413&partnerID=8YFLogxK

U2 - 10.1016/j.compedu.2014.11.023

DO - 10.1016/j.compedu.2014.11.023

M3 - Article

AN - SCOPUS:84917729413

VL - 82

SP - 191

EP - 201

JO - Computers and Education

JF - Computers and Education

SN - 0360-1315

ER -