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Critical Consumption of Chemistry Visuals: Eye Tracking Structured Variation and Visual Feedback of Redox and Precipitation Reactions

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Title: Critical Consumption of Chemistry Visuals: Eye Tracking Structured Variation and Visual Feedback of Redox and Precipitation Reactions
Language: English
Authors: Hansen, S. J. R. (ORCID 0000-0003-4515-2713), Hu, B., Riedlova, D., Kelly, R. M. (ORCID 0000-0001-8200-8580), Akaygun, S. (ORCID 0000-0001-5968-1662), Villalta-Cerdas, A.
Source: Chemistry Education Research and Practice. Oct 2019 20(4):837-850.
Availability: Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Peer Reviewed: Y
Page Count: 14
Publication Date: 2019
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: 1525557
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Undergraduate Students, Chemistry, Learning Processes, Visual Aids, Eye Movements, Feedback (Response), Visualization, Animation, Video Technology, Technology Uses in Education, Laboratory Experiments, Accuracy
DOI: 10.1039/c9rp00015a
ISSN: 1756-1108
Abstract: This mixed method study investigation uses eye tracking and qualitative analysis to investigate the impact of animation variation and visual feedback on the critique of submicroscopic representations of experimental phenomena. Undergraduate general chemistry students first viewed an experimental video of a precipitation or oxidation reduction (redox) reaction. Next, they viewed the corresponding animations and were shown a visualization of where they had looked. Critique of the chemically relevant features in the animations and viewing pattern were monitored using participant generated drawings, verbal responses, graphic organizers, and eye tracking. Viewing and critique of chemically relevant features were found to increase after engaging with structured animations and visual feedback. Findings from this study support the use of structured variations and visual feedback in developing critical consumers of visual information, empowering students to describe and develop their understanding of chemical phenomena and become more purposeful visual consumers.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1231748
Database: ERIC
FullText Text:
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  Data: Critical Consumption of Chemistry Visuals: Eye Tracking Structured Variation and Visual Feedback of Redox and Precipitation Reactions
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  Data: <searchLink fieldCode="AR" term="%22Hansen%2C+S%2E+J%2E+R%2E%22">Hansen, S. J. R.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4515-2713">0000-0003-4515-2713</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hu%2C+B%2E%22">Hu, B.</searchLink><br /><searchLink fieldCode="AR" term="%22Riedlova%2C+D%2E%22">Riedlova, D.</searchLink><br /><searchLink fieldCode="AR" term="%22Kelly%2C+R%2E+M%2E%22">Kelly, R. M.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8200-8580">0000-0001-8200-8580</externalLink>)<br /><searchLink fieldCode="AR" term="%22Akaygun%2C+S%2E%22">Akaygun, S.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5968-1662">0000-0001-5968-1662</externalLink>)<br /><searchLink fieldCode="AR" term="%22Villalta-Cerdas%2C+A%2E%22">Villalta-Cerdas, A.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Chemistry+Education+Research+and+Practice%22"><i>Chemistry Education Research and Practice</i></searchLink>. Oct 2019 20(4):837-850.
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  Data: Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
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  Data: 10.1039/c9rp00015a
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  Data: 1756-1108
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  Data: This mixed method study investigation uses eye tracking and qualitative analysis to investigate the impact of animation variation and visual feedback on the critique of submicroscopic representations of experimental phenomena. Undergraduate general chemistry students first viewed an experimental video of a precipitation or oxidation reduction (redox) reaction. Next, they viewed the corresponding animations and were shown a visualization of where they had looked. Critique of the chemically relevant features in the animations and viewing pattern were monitored using participant generated drawings, verbal responses, graphic organizers, and eye tracking. Viewing and critique of chemically relevant features were found to increase after engaging with structured animations and visual feedback. Findings from this study support the use of structured variations and visual feedback in developing critical consumers of visual information, empowering students to describe and develop their understanding of chemical phenomena and become more purposeful visual consumers.
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