Unfolding the Cognitive Process Underlying Computer-Based Scientific Conceptual Change with Eye Tracker: Behavioral Performance and Sequential Analysis of Attention
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| Title: | Unfolding the Cognitive Process Underlying Computer-Based Scientific Conceptual Change with Eye Tracker: Behavioral Performance and Sequential Analysis of Attention |
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| Language: | English |
| Authors: | Hsiao-Ching She (ORCID |
| Source: | Education and Information Technologies. 2025 30(14):20157-20181. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Cognitive Processes, Scientific Concepts, Concept Formation, Eye Movements, Computer Assisted Instruction, Science Instruction, Attention, Abstract Reasoning, Difficulty Level, Reading Processes, Reading Comprehension, Sequential Approach |
| DOI: | 10.1007/s10639-025-13577-7 |
| ISSN: | 1360-2357 1573-7608 |
| Abstract: | Despite the recognized link between scientific reasoning, mental sets, and conceptual change, the cognitive mechanisms underlying successful conceptual change remain unclear. To explore this, we developed computer-based reasoning programs with and without mental set support to examine their effects on conceptual change in tasks of varying difficulty. Additionally, we used an eye tracker to simultaneously capture students' attention and its sequential patterns during the conceptual change process, aiming to uncover the cognitive processes involved. Students were randomly assigned to either a computer-based reasoning program with mental set support or one without. We found that students in the reasoning group with mental set outperformed those without it in achieving scientific conceptual change. Furthermore, both groups demonstrated higher conceptual change success, along with longer fixation durations and rereading times, in low-difficulty tasks compared to high-difficulty tasks. Students who successfully achieved conceptual change exhibited more fixation points within areas of interest (AOIs) and significantly greater bidirectional connections between them. In contrast, students who failed to revise their alternative conceptions allocated fewer fixation points to AOIs and displayed significantly more unidirectional connections between them. Generalized estimating equation analysis identified the number of fixations as the most critical predictor of both conceptual change success and task difficulty. These findings provide new insights into the interactions between eye movement and underlying cognitive processes, highlighting how visual attention contributes to achieving successful conceptual change. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1484007 |
| Database: | ERIC |
| Abstract: | Despite the recognized link between scientific reasoning, mental sets, and conceptual change, the cognitive mechanisms underlying successful conceptual change remain unclear. To explore this, we developed computer-based reasoning programs with and without mental set support to examine their effects on conceptual change in tasks of varying difficulty. Additionally, we used an eye tracker to simultaneously capture students' attention and its sequential patterns during the conceptual change process, aiming to uncover the cognitive processes involved. Students were randomly assigned to either a computer-based reasoning program with mental set support or one without. We found that students in the reasoning group with mental set outperformed those without it in achieving scientific conceptual change. Furthermore, both groups demonstrated higher conceptual change success, along with longer fixation durations and rereading times, in low-difficulty tasks compared to high-difficulty tasks. Students who successfully achieved conceptual change exhibited more fixation points within areas of interest (AOIs) and significantly greater bidirectional connections between them. In contrast, students who failed to revise their alternative conceptions allocated fewer fixation points to AOIs and displayed significantly more unidirectional connections between them. Generalized estimating equation analysis identified the number of fixations as the most critical predictor of both conceptual change success and task difficulty. These findings provide new insights into the interactions between eye movement and underlying cognitive processes, highlighting how visual attention contributes to achieving successful conceptual change. |
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| ISSN: | 1360-2357 1573-7608 |
| DOI: | 10.1007/s10639-025-13577-7 |
