Abstract
An effective way to teach novice students problem-solving skills, is through the use of worked examples (in which students are given a written account of a model’s solution procedure to study) or modelling examples (in which a solution procedure is demonstrated to students by the model). Since eye tracking research has shown discrepancies between attention allocation of (visual) attention between individuals at different levels of expertise, there are likely to be differences between the model’s and the students’ attention allocation. Therefore, this study investigates whether the effectiveness of modelling examples can be further enhanced by guiding students’ attention on the basis of the model’s allocation of (visual) attention, that is, by showing them the model’s eye movements.
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