Abstract
While commercially available mixed-reality (MR) head-mounted devices are also increasingly used in education the impact of MR learning environments is mostly being evaluated with respect to learning outcomes and learning gains alongside a number of affective variables. Here we aim at a deeper understanding of the influence of MR on experimental problem-solving processes by means of eye-tracking analyses as an addition to self-reported and questionnaire-based test instruments. On the basis of a didactically and empirically sound designed MR learning environment for experimental problem solving with an electrical circuit we investigate how novices and experts differ in their success in problem solving and their visual attention for both a MR learning environment and a non-MR condition. Our results indicate that MR not only has a positive effect for both groups on success in problem solving, but that it is also accompanied by significant shifts of visual attention on the different parts of the experiment.
- Received 1 October 2021
- Accepted 8 June 2022
DOI:https://doi.org/10.1103/PhysRevPhysEducRes.18.023101
Published by the American Physical Society under the terms of the Creative Commons Attribution 4.0 International license. Further distribution of this work must maintain attribution to the author(s) and the published article’s title, journal citation, and DOI.
Published by the American Physical Society
Physics Subject Headings (PhySH)
synopsis
Improved Problem Solving in Mixed Reality
Published 21 July 2022
The merging of real and virtual worlds into a so-called mixed-reality environment can help students successfully complete problem-solving tasks.
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