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Relationship between the cognitive load and the learning success in applying force diagrams: eye-tracking study.

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Bibliographic Details
Title:	Relationship between the cognitive load and the learning success in applying force diagrams: eye-tracking study.
Authors:	Omarbakiyeva, Yultuz¹ (AUTHOR) yultuz.omarbakiyeva@ovgu.de, Hahn, Larissa² (AUTHOR), Klein, Pascal² (AUTHOR), Krumphals, Ingrid³ (AUTHOR), Watzka, Bianca^1,4 (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]
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Database:	Education Research Complete

Description
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]
ISSN:	2504284X
DOI:	10.3389/feduc.2025.1451020