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

Autor/inn/en	Hansen, S. J. R.; Hu, B.; Riedlova, D.; Kelly, R. M.; Akaygun, S.; Villalta-Cerdas, A.
Titel	Critical Consumption of Chemistry Visuals: Eye Tracking Structured Variation and Visual Feedback of Redox and Precipitation Reactions
Quelle	In: Chemistry Education Research and Practice, 20 (2019) 4, S.837-850 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hansen, S. J. R.) ORCID (Kelly, R. M.) ORCID (Akaygun, S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/c9rp00015a
Schlagwörter	Undergraduate Students; Chemistry; Learning Processes; Visual Aids; Eye Movements; Feedback (Response); Visualization; Animation; Video Technology; Technology Uses in Education; Laboratory Experiments; Accuracy + Suchen Sie Ihr Suchwort? Chemie; Learning process; Lernprozess; Anschauungsmaterial; Augenbewegung; Visualisation; Visualisierung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Laboratory work; Laborarbeit
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. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01