Visual attention while solving the test of understanding graphs in kinematics: An eye-tracking analysis
Pascal Klein, Andreas Lichtenberger, Stefan K\"uchemann, Sebastian, Becker, Martina Kekule, Jouni Viiri, Christiane Baadte, Andreas Vaterlaus,, and Jochen Kuhn

TL;DR
This eye-tracking study investigates how students' visual attention patterns relate to their confidence and accuracy when solving kinematics graph questions, revealing nuanced differences in attention to distractors and correct options.
Contribution
It introduces a detailed eye-tracking analysis of students' visual attention during graph comprehension tests, highlighting how attention patterns differentiate between correct and incorrect responses.
Findings
Higher confidence correlates with shorter fixations on question elements.
Eye-tracking measures do not clearly distinguish correct from incorrect answers overall.
Incorrect responses involve longer fixations on distractors and less on correct options.
Abstract
This study used eye-tracking to capture the students' visual attention while taking the test of understanding graphs in kinematics (TUG-K). A total of N = 115 upper-secondary-level students from Germany and Switzerland took the 26-item multiple-choice instrument after learning about kinematics graphs in the regular classroom. Besides choosing the correct alternative among research-based distractors, the students were required to judge their response confidence for each question. The items were presented sequentially on a computer screen equipped with a remote eye tracker, resulting in a set of approx. 3000 paired responses (accuracy and confidence) and about 40 hours of eye movementdata (approx. 500.000 fixations). The analysis of students' visual attention related to the item stems (questions) and the item options reveal that high response confidence is correlated with shorter visit…
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