Relationship between the cognitive load and the learning success in applying force diagrams
Eye-tracking study
Bibliographic Data
| ID | 22167191 |
|---|---|
| Authors | Yultuz Omarbakiyeva, Y A Omarbakiyeva (0009-0008-4433-1553, Otto-von-Guericke-Universität Magdeburg, corresponding author), Larissa Hahn (0000-0002-5864-1594, University of Göttingen), Pascal Klein (0000-0003-3023-1478, University of Göttingen), Ingrid Krumphals (0000-0002-0085-3615, University of Teacher Education Styria), Bianca Watzka (0000-0002-3867-9683, RWTH Aachen University) |
| Year | 2025 |
| Volume | 10 |
| Publication date | 2025-01-29 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2025.1451020 |
| OpenAlex | W4406935924 |
| Language | EN |
| References cited | 39 |
Introduction This paper is concerned with investigating the cognitive demands of solving force diagram tasks in different scenarios, specifically in the wind context. Methods In this study, students were trained using worked examples and then completed tasks in two different scenarios while their eye movements were monitored with eye-tracking technology. After completing the tasks, cognitive load was assessed to evaluate the impact of task complexity on cognitive processing. Eye-tracking metrics were analyzed in detail to identify gaze strategies, differences and similarities. Results It was found that a three-force scenario (surface wind formation) induced a higher intrinsic cognitive load than a two-force scenario, which is not only theoretically justified by cognitive load theory, but also confirmed by eye-tracking metrics. Although correlation analyses show no significant relationship between the ability to mentally rotate and learning success, the role of mental rotation in problem solving is highlighted by eye-tracking data. Discussion Our results contribute to a better understanding of the learning and problem-solving mechanisms involved in wind direction determination and offer possible implications for the design of more effective teaching and learning methods in this area
Cognition · Cognitive Load · Cognitive psychology · Eye tracking · Human–computer interaction · Computer Science · Gaze Tracking and Assistive Technology · Intelligent Tutoring Systems and Adaptive Learning · Psychology · Visual and Cognitive Learning Processes · Artificial Intelligence
Cognitive Load Theory
Measurement of Cognitive Load in Instructional Research
Expertise Differences in the Comprehension of Visualizations
A review of using eye-tracking technology in exploring learning from 2000 to 2012
A systematic review of eye tracking research on multimedia learning
Effects of pairs of problems and examples on task performance and different types of cognitive load
Mental Rotation of Three-Dimensional Objects
Identifying fixations and saccades in eye-tracking protocols
Cognitive Architecture and Instructional Design
Identifying Expert and Novice Visual Scanpath Patterns and Their Relationship to Assessing Learning-Relevant Student Characteristics
Analysis of eye movements to study drawing in the context of vector fields
Making an Effort Versus Experiencing Load
| Citation velocity | historical |
|---|---|
| Highly cited | No |