Relationship between the cognitive load and the learning success in applying force diagrams: eye-tracking study.
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| Title: | Relationship between the cognitive load and the learning success in applying force diagrams: eye-tracking study. |
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| Authors: | Omarbakiyeva, Yultuz1 (AUTHOR) yultuz.omarbakiyeva@ovgu.de, Hahn, Larissa2 (AUTHOR), Klein, Pascal2 (AUTHOR), Krumphals, Ingrid3 (AUTHOR), Watzka, Bianca1,4 (AUTHOR) |
| Source: | Frontiers in Education. 2025, p1-15. 15p. |
| Subject Terms: | *Cognitive load, *Physics education, *Cognitive learning, Eye tracking, Eye movements, Mental rotation, Gaze |
| Abstract: | Introduction: This paper is concerned with investigating the cognitive demands of solving force diagram tasks in different scenarios, specifically in the wind context. Methods: In this study, students were trained using worked examples and then completed tasks in two different scenarios while their eye movements were monitored with eye-tracking technology. After completing the tasks, cognitive load was assessed to evaluate the impact of task complexity on cognitive processing. Eye-tracking metrics were analyzed in detail to identify gaze strategies, differences and similarities. Results: It was found that a three-force scenario (surface wind formation) induced a higher intrinsic cognitive load than a two-force scenario, which is not only theoretically justified by cognitive load theory, but also confirmed by eye-tracking metrics. Although correlation analyses show no significant relationship between the ability to mentally rotate and learning success, the role of mental rotation in problem solving is highlighted by eye-tracking data. Discussion: Our results contribute to a better understanding of the learning and problem-solving mechanisms involved in wind direction determination and offer possible implications for the design of more effective teaching and learning methods in this area. [ABSTRACT FROM AUTHOR] |
| Copyright of Frontiers in Education is the property of Frontiers Media S.A. 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 |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 182978783 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Relationship between the cognitive load and the learning success in applying force diagrams: eye-tracking study. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Omarbakiyeva%2C+Yultuz%22">Omarbakiyeva, Yultuz</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> yultuz.omarbakiyeva@ovgu.de</i><br /><searchLink fieldCode="AR" term="%22Hahn%2C+Larissa%22">Hahn, Larissa</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Klein%2C+Pascal%22">Klein, Pascal</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Krumphals%2C+Ingrid%22">Krumphals, Ingrid</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Watzka%2C+Bianca%22">Watzka, Bianca</searchLink><relatesTo>1,4</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Frontiers+in+Education%22">Frontiers in Education</searchLink>. 2025, p1-15. 15p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Cognitive+load%22">Cognitive load</searchLink><br />*<searchLink fieldCode="DE" term="%22Physics+education%22">Physics education</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognitive+learning%22">Cognitive learning</searchLink><br /><searchLink fieldCode="DE" term="%22Eye+tracking%22">Eye tracking</searchLink><br /><searchLink fieldCode="DE" term="%22Eye+movements%22">Eye movements</searchLink><br /><searchLink fieldCode="DE" term="%22Mental+rotation%22">Mental rotation</searchLink><br /><searchLink fieldCode="DE" term="%22Gaze%22">Gaze</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Introduction: This paper is concerned with investigating the cognitive demands of solving force diagram tasks in different scenarios, specifically in the wind context. Methods: In this study, students were trained using worked examples and then completed tasks in two different scenarios while their eye movements were monitored with eye-tracking technology. After completing the tasks, cognitive load was assessed to evaluate the impact of task complexity on cognitive processing. Eye-tracking metrics were analyzed in detail to identify gaze strategies, differences and similarities. Results: It was found that a three-force scenario (surface wind formation) induced a higher intrinsic cognitive load than a two-force scenario, which is not only theoretically justified by cognitive load theory, but also confirmed by eye-tracking metrics. Although correlation analyses show no significant relationship between the ability to mentally rotate and learning success, the role of mental rotation in problem solving is highlighted by eye-tracking data. Discussion: Our results contribute to a better understanding of the learning and problem-solving mechanisms involved in wind direction determination and offer possible implications for the design of more effective teaching and learning methods in this area. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Frontiers in Education is the property of Frontiers Media S.A. 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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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.3389/feduc.2025.1451020 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 15 StartPage: 1 Subjects: – SubjectFull: Cognitive load Type: general – SubjectFull: Physics education Type: general – SubjectFull: Cognitive learning Type: general – SubjectFull: Eye tracking Type: general – SubjectFull: Eye movements Type: general – SubjectFull: Mental rotation Type: general – SubjectFull: Gaze Type: general Titles: – TitleFull: Relationship between the cognitive load and the learning success in applying force diagrams: eye-tracking study. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Omarbakiyeva, Yultuz – PersonEntity: Name: NameFull: Hahn, Larissa – PersonEntity: Name: NameFull: Klein, Pascal – PersonEntity: Name: NameFull: Krumphals, Ingrid – PersonEntity: Name: NameFull: Watzka, Bianca IsPartOfRelationships: – BibEntity: Dates: – D: 12 M: 02 Text: 2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 2504284X Titles: – TitleFull: Frontiers in Education Type: main |
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