Changes in Students’ Understanding of and Visual Attention on Digitally Represented Graphs Across Two Domains in Higher Education: A Postreplication Study

Domain-specific understanding of digitally represented graphs is necessary for successful learning within and across domains in higher education. Two recent studies conducted a cross-sectional analysis of graph understanding in different contexts (physics and finance), task concepts, and question ty...

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Published inFrontiers in psychology Vol. 11; p. 2090
Main Authors Brückner, Sebastian, Zlatkin-Troitschanskaia, Olga, Küchemann, Stefan, Klein, Pascal, Kuhn, Jochen
Format Journal Article
LanguageEnglish
Published Frontiers Media S.A 27.08.2020
Subjects
confidence rating
dwell times
eye-tracking
graph understanding
pretest–posttest
Psychology
university students
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Summary:Domain-specific understanding of digitally represented graphs is necessary for successful learning within and across domains in higher education. Two recent studies conducted a cross-sectional analysis of graph understanding in different contexts (physics and finance), task concepts, and question types among students of physics, psychology, and economics. However, neither changes in graph processing nor changes in test scores over the course of one semester have been sufficiently researched so far. This eye-tracking replication study with a pretest–posttest design examines and contrasts changes in physics and economics students’ understanding of linear physics and finance graphs. It analyzes the relations between changes in students’ gaze behavior regarding relevant graph areas, scores, and self-reported task-related confidence. The results indicate domain-specific, context- and concept-related differences in the development of graph understanding over the first semester, as well as its successful transferability across the different contexts and concepts. Specifically, we discovered a tendency of physics students to develop a task-independent overconfidence in the graph understanding during the first semester.
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This article was submitted to Educational Psychology, a section of the journal Frontiers in Psychology
Edited by: Raquel Cerdan, University of Valencia, Spain
Reviewed by: Gaston Saux, Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Argentina; Dan Zhang, Tsinghua University, China
ISSN:1664-1078
1664-1078
DOI:10.3389/fpsyg.2020.02090