Examining students' geometrical misconceptions by eye tracking

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dc.authorid0000-0002-7481-5830
dc.authorid0000-0001-5431-4011
dc.authorid0000-0003-1165-0925
dc.contributor.authorUygun, Tugba
dc.contributor.authorGuner, Pinar
dc.contributor.authorSimsek, Irfan
dc.date.accessioned2026-01-24T12:31:25Z
dc.date.available2026-01-24T12:31:25Z
dc.date.issued2024
dc.departmentAlanya Alaaddin Keykubat Üniversitesi
dc.description.abstractThis study was conducted to reveal potential sources of students' difficulty and misconceptions about geometrical concepts with the help of eye tracking. In this study, the students' geometrical misconceptions were explored by answering the questions on the geometry test prepared based on the literature and test-taking processes and represented with the help of eye tracking data to make interpretations about their visual and cognitive attention. With this aim, the mixed method research design was used. The data were collected through the geometry test, eye tracking measurements, and the think aloud strategy. Geometry test scores were represented by descriptive statistics such as percentage. The quantitative eye tracking data were analysed by Kruskal-Wallis tests and Mann-Whitney U-tests among the choices for each question. The qualitative data collected through the think aloud strategy were analysed by the content analysis. In the findings, the students' geometrical misconceptions were examined and reported in detail from a different perspective with the help of data related to eye tracking. Then, eye tracking data and qualitative data showed the geometry misconception items on which the students had difficulty and cognitive conflict in addition to geometrical misconception based on the students' answers to the geometry questions.
dc.identifier.doi10.1080/0020739X.2022.2101954
dc.identifier.endpage93
dc.identifier.issn0020-739X
dc.identifier.issn1464-5211
dc.identifier.issue1
dc.identifier.scopus2-s2.0-85136116708
dc.identifier.scopusqualityQ1
dc.identifier.startpage68
dc.identifier.urihttps://doi.org/10.1080/0020739X.2022.2101954
dc.identifier.urihttps://hdl.handle.net/20.500.12868/5849
dc.identifier.volume55
dc.identifier.wosWOS:000843673600001
dc.identifier.wosqualityQ3
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherTaylor & Francis Ltd
dc.relation.ispartofInternational Journal of Mathematical Education in Science and Technology
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_WoS_20260121
dc.subjectCognitive conflict
dc.subjecteye tracking
dc.subjectgeometrical misconception
dc.subjectstudents
dc.titleExamining students' geometrical misconceptions by eye tracking
dc.typeArticle

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