Please use this identifier to cite or link to this item: http://doi.org/10.25358/openscience-5244
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dc.contributor.authorBrückner, Sebastian-
dc.contributor.authorZlatkin-Troitschanskaia, Olga-
dc.contributor.authorKüchemann, Stefan-
dc.contributor.authorKlein, Pascal-
dc.contributor.authorKuhn, Jochen-
dc.date.accessioned2020-10-21T10:48:18Z-
dc.date.available2020-10-21T10:48:18Z-
dc.date.issued2020-
dc.identifier.urihttps://openscience.ub.uni-mainz.de/handle/20.500.12030/5248-
dc.description.abstractDomain-specific understanding of digitally represented graphs is necessary for successful learning within and across domains in higher education. Two recent studies conducted a cross-sectional analysis of graph understanding in different contexts (physics and finance), task concepts, and question types among students of physics, psychology, and economics. However, neither changes in graph processing nor changes in test scores over the course of one semester have been sufficiently researched so far. This eye-tracking replication study with a pretest–posttest design examines and contrasts changes in physics and economics students’ understanding of linear physics and finance graphs. It analyzes the relations between changes in students’ gaze behavior regarding relevant graph areas, scores, and self-reported task-related confidence. The results indicate domain-specific, context- and concept-related differences in the development of graph understanding over the first semester, as well as its successful transferability across the different contexts and concepts. Specifically, we discovered a tendency of physics students to develop a task-independent overconfidence in the graph understanding during the first semester.en_GB
dc.description.sponsorshipDFG, Open Access-Publizieren Universität Mainz / Universitätsmedizin Mainzde
dc.language.isoengde
dc.rightsCC BY*
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/*
dc.subject.ddc300 Sozialwissenschaftende_DE
dc.subject.ddc300 Social sciencesen_GB
dc.subject.ddc330 Wirtschaftde_DE
dc.subject.ddc330 Economicsen_GB
dc.subject.ddc370 Erziehungde_DE
dc.subject.ddc370 Educationen_GB
dc.titleChanges in students’ understanding of and visual attention on digitally represented graphs across two domains in higher education : a postreplication studyen_GB
dc.typeZeitschriftenaufsatzde
dc.identifier.doihttp://doi.org/10.25358/openscience-5244-
jgu.type.dinitypearticleen_GB
jgu.type.versionPublished versionde
jgu.type.resourceTextde
jgu.organisation.departmentFB 03 Rechts- und Wirtschaftswissenschaftende
jgu.organisation.number2300-
jgu.organisation.nameJohannes Gutenberg-Universität Mainz-
jgu.rights.accessrightsopenAccess-
jgu.journal.titleFrontiers in psychologyde
jgu.journal.volume11de
jgu.pages.alternativeArt. 2090de
jgu.publisher.year2020-
jgu.publisher.nameFrontiers Research Foundationde
jgu.publisher.placeLausannede
jgu.publisher.urihttps://doi.org/10.3389/fpsyg.2020.02090de
jgu.publisher.issn1664-1078de
jgu.organisation.placeMainz-
jgu.subject.ddccode300de
jgu.subject.ddccode330de
jgu.subject.ddccode370de
jgu.publisher.doi10.3389/fpsyg.2020.02090
jgu.organisation.rorhttps://ror.org/023b0x485
Appears in collections:JGU-Publikationen

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