Abstract
ABSTRACT Various one-size-fits-all methods have been developed to improve students’ use of representations for problem-solving. However, as the interplay of processing representations and problem-solving might be highly individual, a differentiated approach may be needed to foster students’ problem-solving with representations. A retrospective enhanced with eye-gaze replays and reflection prompts (eye-gaze-augmented retrospective) may stimulate students’ reflection on their problem-solving process by providing normally inaccessible information, allowing the students to look back and draw tailored consequences for future problem-solving situations. Therefore, an exploratory study was conducted where students solved chemistry problems and subsequently reflected on their problem-solving while watching their eye-gaze replays in three distinct reflection phases. The study aimed to investigate to what extent different phases of an eye-gaze-augmented retrospective stimulate students’ reflection on their problem-solving by characterizing the structural complexity of the reflection processes and considering the accuracy of students’ problem-solving. The results showed that reflection processes with varying structural complexity emerged. Higher complexity reflections emerged primarily in the phase in which the task solution was presented accompanied by reflection prompts, especially for inaccurately solved problems. The findings suggest that an eye-gaze-augmented retrospective could stimulate reflection on problem-solving with representations, but optimization is necessary to enhance each student’s reflection process effectively.
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