Allocation of Visual Attention When Processing Multiple-Choice Items With Different Types of Multiple Representations

• In Event: Poster Session 10
  In Poster Session: Assessment of Learning and Cognition

Abstract

We apply the eye-tracking methodology to examine students’ visual attention and performance when solving a multiple-choice science test. Based on cognitive theories of text-picture comprehension, we examine whether integration aids, relating pictorial representations to the corresponding textual representations, affect performance in a science test. The results show that items containing integration aids are easier to solve than items without aids. Further, students pay more attention to pictures with integration aids than without aids. However, this is only true for items including diagrams, not for items including representational or organizational pictures. Given a positive correlation between attention to diagrams and performance, it is to argue that integration aids might help to focus on pictures which are essential to solve the items.

Authors

• Steffani Sass, IPN - Leibniz Institute for Science and Mathematics Education

• Kerstin Schütte, IPN

• Marlit Annalena Lindner, IPN - Leibniz Institute for Science and Mathematics Education