Standard

Test-takers’ eye movements : Effects of integration aids and types of graphical representations. / Saß, Steffani; Schütte, Kerstin; Lindner, Marlit Annalena.

in: Computers & Education, Band 109, Nr. June 2017, 2017, S. 85-97.

Publikation: Forschung - BegutachtungZeitschriftenaufsätze

Harvard

Saß, S, Schütte, K & Lindner, MA 2017, 'Test-takers’ eye movements: Effects of integration aids and types of graphical representations' Computers & Education, Bd 109, Nr. June 2017, S. 85-97. DOI: 10.1016/j.compedu.2017.02.007

APA

Saß, S., Schütte, K., & Lindner, M. A. (2017). Test-takers’ eye movements: Effects of integration aids and types of graphical representations. Computers & Education, 109(June 2017), 85-97. DOI: 10.1016/j.compedu.2017.02.007

Vancouver

Saß S, Schütte K, Lindner MA. Test-takers’ eye movements: Effects of integration aids and types of graphical representations. Computers & Education. 2017;109(June 2017):85-97. Erhältlich von, DOI: 10.1016/j.compedu.2017.02.007

BibTeX

@article{be0e320c9f0b4803a1dc58e55501aea8,
title = "Test-takers’ eye movements: Effects of integration aids and types of graphical representations",
abstract = "The study focuses on integration aids (i.e., signals) and their effect on how students process different types of graphical representations (representational pictures vs. organizational pictures vs. diagrams) in standardized multiple-choice items assessing science achievement. Based on text-picture integration theories each type of pictorial representation hold different cognitive requirements concerning integration processes of two representations. Further, depending on type of representation not every picture is needed to answer an item correctly.Students from fifth sixth grade (N = 60) work through 12 multiple-choice items while their eye movements were recorded. Results showed that students achieved higher test scores when items were presented in an integrated format than in a non-integrated format, however, this was only true for diagrams. Eye movement data revealed that students looked longer on the graphical representations in items presented in the integrated format condition compared to the non-integrated format condition. Furthermore, relations between looking at the diagrams and achievement in the integrated format emerged.",
keywords = "Methodological research and development, Text-picture integration, Signals, Graphical representations, Eye-tracking",
author = "Steffani Saß and Kerstin Schütte and Lindner, {Marlit Annalena}",
year = "2017",
doi = "10.1016/j.compedu.2017.02.007",
volume = "109",
pages = "85--97",
journal = "Computers & Education",
issn = "0360-1315",
publisher = "Elsevier",
number = "June 2017",

}

RIS

TY - JOUR

T1 - Test-takers’ eye movements

T2 - Computers & Education

AU - Saß,Steffani

AU - Schütte,Kerstin

AU - Lindner,Marlit Annalena

PY - 2017

Y1 - 2017

N2 - The study focuses on integration aids (i.e., signals) and their effect on how students process different types of graphical representations (representational pictures vs. organizational pictures vs. diagrams) in standardized multiple-choice items assessing science achievement. Based on text-picture integration theories each type of pictorial representation hold different cognitive requirements concerning integration processes of two representations. Further, depending on type of representation not every picture is needed to answer an item correctly.Students from fifth sixth grade (N = 60) work through 12 multiple-choice items while their eye movements were recorded. Results showed that students achieved higher test scores when items were presented in an integrated format than in a non-integrated format, however, this was only true for diagrams. Eye movement data revealed that students looked longer on the graphical representations in items presented in the integrated format condition compared to the non-integrated format condition. Furthermore, relations between looking at the diagrams and achievement in the integrated format emerged.

AB - The study focuses on integration aids (i.e., signals) and their effect on how students process different types of graphical representations (representational pictures vs. organizational pictures vs. diagrams) in standardized multiple-choice items assessing science achievement. Based on text-picture integration theories each type of pictorial representation hold different cognitive requirements concerning integration processes of two representations. Further, depending on type of representation not every picture is needed to answer an item correctly.Students from fifth sixth grade (N = 60) work through 12 multiple-choice items while their eye movements were recorded. Results showed that students achieved higher test scores when items were presented in an integrated format than in a non-integrated format, however, this was only true for diagrams. Eye movement data revealed that students looked longer on the graphical representations in items presented in the integrated format condition compared to the non-integrated format condition. Furthermore, relations between looking at the diagrams and achievement in the integrated format emerged.

KW - Methodological research and development

KW - Text-picture integration

KW - Signals

KW - Graphical representations

KW - Eye-tracking

U2 - 10.1016/j.compedu.2017.02.007

DO - 10.1016/j.compedu.2017.02.007

M3 - Journal articles

VL - 109

SP - 85

EP - 97

JO - Computers & Education

JF - Computers & Education

SN - 0360-1315

IS - June 2017

ER -

ID: 718234