Abstract:

Eye-tracking technology allows the determination of the exact location of a subject's eye point of gaze. In recent years, eye-tracking has been used in an increasing number of studies on student learning in science. Owing to the rapid development of eye-tracking techniques, science educators now have an alternative approach to study the learning processes involved in using a simulation-based learning (SBL) environment. SBL environments are virtual environments in which students can implement scientific inquiry, approach related scientific knowledge and acquire skills by manipulating input variables and observing the resulting states of outcome variables.

The purpose of this study is to investigate how learners with different levels of expertise worked with computer simulations, using eye-tracking techniques. The study presents an in-depth investigation of the visual attention between learners with different levels of expertise in simulation-based environments. Two groups of participants were examined: a group with experience in computer simulations (senior physics students) and an inexperienced group (the 3rd grade of Greek middle-school, 14 y.o. in age). Both groups were given two computer simulations and were guided by the corresponding worksheets. The first of the simulations was controlled the traditional way, i.e. with keyboard and mouse, while in the second one the cursor on the computer screen was controlled by the movement of the iris (eye-control). While the participants were working with the simulations and the worksheets a GP3 eye tracker was used to collect the data of their eye movement. After completing the task the participants were interviewed in order to express their thoughts on the simulation environment, the different ways of interaction, the difficulties they faced etc.

The main findings of this study are:
- Both groups tend to first focus on the worksheet and then seek for the answers on the simulation environment, rather than exploring the simulation first and then go for the worksheet.
- Both groups found the eye-controlled simulation way more interesting, though both groups have faced difficulties to accurately eye-control the simulation.
- Experienced participants tend to fixate directly on the resulting output right after they change the inputs from the control panels, while the inexperienced ones seem to gaze to the phenomenon represented in the simulation, trying to realize the effect that change had.

Detailed results will be presented.

Keywords:

Eye tracking, simulation-based learning (SBL), visual attention.