Bi, Y., & Reid, T. N. (2014, June), Understanding Students’ Process for Solving Engineering Problems Using Eye Gaze Data  Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--23225

\bibitem{asee_peer_23225}
  Bi, Y., \& Reid, T. N. (2014, June), \emph{Understanding Students’ Process for Solving Engineering Problems Using Eye Gaze Data}
  Paper presented at 2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana.
  10.18260/1-2--23225

Youyi Bi and Tahira N. Reid.  "Understanding Students’ Process for Solving Engineering Problems Using Eye Gaze Data".  2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana, 2014, June.  ASEE Conferences, 2014.  https://strategy.asee.org/23225 Internet.  28 May, 2024

\bibitem{asee_peer_23225}
  Youyi Bi and Tahira N. Reid.
  "Understanding Students’ Process for Solving Engineering Problems Using Eye Gaze Data".
  \emph{2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana, 2014, June}.
  ASEE Conferences, 2014.
  https://strategy.asee.org/23225 Internet.  28 May, 2024

@INPROCEEDINGS{asee_peer_23225
author = "Youyi Bi and Tahira N. Reid"
title = "Understanding Students’ Process for Solving Engineering Problems Using Eye Gaze Data"
booktitle = "2014 ASEE Annual Conference \& Exposition"
year = "2014"
month = "June"
address = "Indianapolis, Indiana"
publisher = "ASEE Conferences"
note = {https://strategy.asee.org/23225}
number = {10.18260/1-2--23225}
}

TY  - CPAPER
AB  -    Eye Gaze Data Reveal Links in Students’ Spatial Visualization Skills and              Their Process for Solving Engineering ProblemsIt is well known that the discipline of engineering is among the most challenging fields of studyto embark on. In mechanical engineering courses such as thermodynamics, statics, mechanics ofmaterials and others can be quite challenging for engineering students and have notoriouslybecome known as “weed-out courses”. Several factors can impact students’ ability to solveproblems in these courses, including the ability to visualize the abstract concepts presented tothem. Exams and homework assignments are standard tools for assessing student performanceand understanding; however, they do not always reveal the viewing strategies used by studentsduring problem solving.In the present study, we use a between-subjects experimental design to investigate therelationship between spatial visualization abilities of students and how they go about solvingstatics and mechanics of materials problems that are presented. We employ a non-invasive eye-tracker (Tobii X-60) to record participants’ eye movements during each problem solving task.The eye-mind hypothesis states that people look at what they are thinking about. Participantswere asked to solve several problems from statics and mechanics of materials, and the diagramof each problem was shown on a computer display. Data collected included: participants’fixation time, fixation counts and scan paths of the critical areas of each diagram. The data werecorrelated with students’ performance on the Purdue Spatial Visualization Test, Index ofLearning Styles Questionnaire (based on Felder-Silverman Learning Style Model) and priorperformance in related engineering courses.The results show differences between the conditions tested and provide insight on students’problem-solving strategies and difficulties. These results will give instructors new insights onstudents’ problem solving and viewing strategies and thus can apply appropriate teachingmethods for different students.
AU  - Youyi Bi
AU  - Tahira N. Reid
CY  - Indianapolis, Indiana
DA  - 2014/06/15
PB  - ASEE Conferences
TI  - Understanding Students’ Process for Solving Engineering Problems Using Eye Gaze Data
UR  - https://strategy.asee.org/23225
DO  - 10.18260/1-2--23225
ER  -