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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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Hansen, S. J. R.; Hu, B.; Riedlova, D.; Kelly, R. M.; Akaygun, S.; Villalta-Cerdas, A. – Chemistry Education Research and Practice, 2019
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…
Descriptors: Undergraduate Students, Chemistry, Learning Processes, Visual Aids
Using Facial Recognition Technology in the Exploration of Student Responses to Conceptual Conflict Phenomenon
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Liaw, Hongming Leonard; Chiu, Mei-Hung; Chou, Chin-Cheng – Chemistry Education Research and Practice, 2014
It has been shown that facial expression states of learners are related to their learning. As part of a continuing research project, the current study delved further for a more detailed description of the relation between facial microexpression state (FMES) changes and learning in conceptual conflict-based instructions. Based on the data gathered…
Descriptors: Human Body, Recognition (Psychology), Nonverbal Communication, Emotional Response