Examining students’ geometrical misconceptions by eye tracking

Abstract

This study was conducted to reveal potential sources of students’ difficulty and misconceptions about geometrical concepts with the help of eye tracking. In this study, the students’ geometrical misconceptions were explored by answering the questions on the geometry test prepared based on the literature and test-taking processes and represented with the help of eye tracking data to make interpretations about their visual and cognitive attention. With this aim, the mixed method research design was used. The data were collected through the geometry test, eye tracking measurements, and the think aloud strategy. Geometry test scores were represented by descriptive statistics such as percentage. The quantitative eye tracking data were analysed by Kruskal–Wallis tests and Mann–Whitney U-tests among the choices for each question. The qualitative data collected through the think aloud strategy were analysed by the content analysis. In the findings, the students’ geometrical misconceptions were examined and reported in detail from a different perspective with the help of data related to eye tracking. Then, eye tracking data and qualitative data showed the geometry misconception items on which the students had difficulty and cognitive conflict in addition to geometrical misconception based on the students’ answers to the geometry questions.

KEYWORDS:

• Cognitive conflict
• eye tracking
• geometrical misconception
• students

Disclosure statement

No potential conflict of interest was reported by the authors.