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Integrating eye trackers with handwriting tablets to discover difficulties of solving geometry problems.

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Title: Integrating eye trackers with handwriting tablets to discover difficulties of solving geometry problems.
Authors: Lin, John J. H., Lin, Sunny S. J. john.jrhunglin@gmail.com
Source: British Journal of Educational Technology. Jan2018, Vol. 49 Issue 1, p17-29. 13p. 2 Diagrams, 3 Charts.
Subject Terms: *Geometry problems & exercises, *Handwriting, *Tablet computers in education, *Secondary education, *Computer software, Eye tracking
Abstract: Abstract: To deepen our understanding of those aspects of problems that cause the most difficulty for solvers, this study integrated eye‐tracking with handwriting devices to investigate problem solvers' online processes while solving geometry problems. We are interested in whether the difference between successful and unsuccessful solvers can be identified by employing eye‐tracking and handwriting. Sixty‐two high school students were required to complete a series of geometry problems using pen tablets. Responses, including eye movement measures, wrote/drew trace, perceived cognitive load and questionnaires concerning the source of difficulties, were collected. The results suggested that the technique could enhance methods to diagnose difficulties by differentiating between successful and unsuccessful solvers. We considered mental rotation could be a primary obstacle in the integrating stage of diagram comprehension. The technique can be extensively applied in various instructional scenarios. Educational implications for problem solving are discussed. [ABSTRACT FROM AUTHOR]
Copyright of British Journal of Educational Technology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Integrating eye trackers with handwriting tablets to discover difficulties of solving geometry problems.
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  Data: <searchLink fieldCode="AR" term="%22Lin%2C+John+J%2E+H%2E%22">Lin, John J. H.</searchLink><br /><searchLink fieldCode="AR" term="%22Lin%2C+Sunny+S%2E+J%2E%22">Lin, Sunny S. J.</searchLink><i> john.jrhunglin@gmail.com</i>
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  Data: <searchLink fieldCode="JN" term="%22British+Journal+of+Educational+Technology%22">British Journal of Educational Technology</searchLink>. Jan2018, Vol. 49 Issue 1, p17-29. 13p. 2 Diagrams, 3 Charts.
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  Data: *<searchLink fieldCode="DE" term="%22Geometry+problems+%26+exercises%22">Geometry problems & exercises</searchLink><br />*<searchLink fieldCode="DE" term="%22Handwriting%22">Handwriting</searchLink><br />*<searchLink fieldCode="DE" term="%22Tablet+computers+in+education%22">Tablet computers in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Secondary+education%22">Secondary education</searchLink><br />*<searchLink fieldCode="DE" term="%22Computer+software%22">Computer software</searchLink><br /><searchLink fieldCode="DE" term="%22Eye+tracking%22">Eye tracking</searchLink>
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  Data: Abstract: To deepen our understanding of those aspects of problems that cause the most difficulty for solvers, this study integrated eye‐tracking with handwriting devices to investigate problem solvers' online processes while solving geometry problems. We are interested in whether the difference between successful and unsuccessful solvers can be identified by employing eye‐tracking and handwriting. Sixty‐two high school students were required to complete a series of geometry problems using pen tablets. Responses, including eye movement measures, wrote/drew trace, perceived cognitive load and questionnaires concerning the source of difficulties, were collected. The results suggested that the technique could enhance methods to diagnose difficulties by differentiating between successful and unsuccessful solvers. We considered mental rotation could be a primary obstacle in the integrating stage of diagram comprehension. The technique can be extensively applied in various instructional scenarios. Educational implications for problem solving are discussed. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of British Journal of Educational Technology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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