Akademik Veri Yönetim Sistemi
8th International Conference on Education and New Learning Technologies (EDULEARN), Barcelona, İspanya, 4 - 06 Temmuz 2016, ss.691-696
The aim of this study is to investigate the eye movement and pencil usage differences between symbolic representation of a question and context design in a passage. For this purpose, an experimental study in which forty-one students' eye movements were recorded by an eye-tracker and their answers to fourteen GRE (Graduate Record Examination) questions were collected via an online assessment tool. Questions were asked through the browser and participants' digital pen usage (mouse click counts) was recorded by graphic tablet via the software. Twenty-one participants took the Test-1 (four symbolic, three text passages) and the remaining twenty took the Test-2 (four symbolic, three text passages) which consisted of the same questions asked in a different presentation modality. Which participants would take the tests first was determined randomly. Tests were used in a counterbalanced design and the sequence of the questions were randomly aligned in order to eliminate the primary effect. Paired sample t-tests and Wilcoxon signed rank tests were applied on eye-metrics for the comparison of the presentation modalities. The results showed that designing a question without any context (using the equations) caused a decrease on eye movements and pencil usage. However, it caused an increase on the fixation duration. On the contrary, using symbols in a question context did not effect on students' fixation duration and pencil usage. Asking a logical reasoning question in a different context with the same number of words does not effect on students' pencil usage and eye movements.