Abstract
This study used eye-tracking to capture students’ visual attention while taking a test of understanding graphs in kinematics (TUG-K). A total of N = 115 upper-secondary-level students from Germany and Switzerland took the 26-item multiple-choice instrument after learning about kinematics graphs in the regular classroom. Besides choosing the correct alternative among research-based distractors, the students were required to judge their response confidence for each question. The items were presented sequentially on a computer screen equipped with a remote eye tracker, resulting in a set of approx. 3000 paired responses (accuracy and confidence) and about 40 h of eye-movement data (approx. 500 000 fixations). The analysis of students’ visual attention related to the item stems (questions), and the item options reveal that high response confidence is correlated with shorter visit duration on both elements of the items. While the students’ response accuracy and their response confidence are highly correlated on the score level, r(115) = 0.63, p < 0.001, the eye-tracking measures do not sufficiently discriminate between correct and incorrect responses. However, a more fine-grained analysis of visual attention based on different answer options reveals a significant discrimination between correct and incorrect answers in terms of an interaction effect: incorrect responses are associated with longer visit durations on strong distractors and less time spent on correct options while correct responses show the opposite trend. Outcomes of this study provide new insights into the validation of concept inventories based on the students’ behavioural level.
Highlights
A more fine-grained analysis of visual attention based on different answer options reveals a significant discrimination between correct and incorrect answers in terms of an interaction effect: Incorrect responses are associated with longer visit durations on strong distractors and less time spent on correct options while correct responses show the opposite trend
In 1994, Robert Beichner introduced the test of understanding graphs in kinematics (TUG-K) to the physics education research community [1], which has become one of the most widely used test to date designed to evaluate students’ understanding in this subject
The test has been used as a reference to design new, related tests: for example, a test to assess the understanding of graphs in the context of calculus [2], the kinematics concept test [7] or the kinematics representational competence inventory [8]
Summary
In 1994, Robert Beichner introduced the test of understanding graphs in kinematics (TUG-K) to the physics education research community [1], which has become one of the most widely used test to date designed to evaluate students’ understanding in this subject (see, for example, Refs. [2, 3, 4]). The TUG-K was used by teachers and researchers to assess students’ understanding of graphs in kinematics, as well as their learning about them. The TUG-K has been used as a preand posttest to investigate the effectiveness of instructions (e.g., video-based motion analysis [5]) or to study the relationship between the understanding of kinematics graphs and other variables (e.g., gender) [6]. The test has been used as a reference to design new, related tests: for example, a test to assess the understanding of graphs in the context of calculus [2], the kinematics concept test [7] or the kinematics representational competence inventory [8]. All items were created based on extensive research on student difficulties with graphs of position, velocity, and acceleration versus time.
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