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Effects of teacher students’ study progress on their gaze behavior while solving of an economics knowledge test

Positive effects of study progress on the economic knowledge of bachelor students are evident and were often referred to as proof of the validity of tests in the context of a longitudinal analysis. However, differences between domain-specific (e.g., semester) or discipline-specific (e.g., attended courses) indicators of study progress on students’ solving the economics tasks are relevant for both diagnostic and instructional purposes, but have hardly been researched to date. In an eye tracking study, we therefore calculated the average fixation duration during 900 task-solving processes of 35 economics teacher students solving 25 single-choice economics tasks. A multi-level mediation analysis shows that both indicators (i.e., semester and attended courses) were positively correlated with economics knowledge. At the same time, the impact of semesters and courses attended on their test performance was partially mediated by average fixation duration on the attractor and distractors, respectively. This suggests that visual attention differs during the task-solving process depending on the domain- or discipline-specific indicator of study progress.

Dampak positif kemajuan studi terhadap pengetahuan ekonomi mahasiswa S1 terbukti nyata dan sering disebut sebagai bukti validitas tes dalam konteks analisis longitudinal. Namun, perbedaan antara indikator kemajuan studi yang spesifik domain (misalnya, semester) atau spesifik disiplin ilmu (misalnya, mata kuliah yang diikuti) terhadap penyelesaian tugas ekonomi mahasiswa relevan untuk tujuan diagnostik dan instruksional, tetapi hingga saat ini jarang diteliti. Dalam studi pelacakan mata, kami menghitung durasi fiksasi rata-rata selama 900 proses penyelesaian tugas dari 35 mahasiswa jurusan ekonomi yang menyelesaikan 25 tugas ekonomi pilihan tunggal. Analisis mediasi multi-level menunjukkan bahwa kedua indikator (yaitu, semester dan mata kuliah yang diikuti) berkorelasi positif dengan pengetahuan ekonomi. Pada saat yang sama, dampak semester dan mata kuliah yang diikuti terhadap kinerja tes mereka sebagian dimediasi oleh durasi fiksasi rata-rata pada atraktor dan distraktor. Hal ini menunjukkan bahwa atensi visual berbeda selama proses penyelesaian tugas, bergantung pada indikator kemajuan studi yang spesifik domain atau disiplin ilmu.

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Informasi Detail
Judul Seri
Empirical Research in Vocational Education and Training
No. Panggil
-
Penerbit
: Springer Nature.,
Deskripsi Fisik
Hal. 1 -19
Bahasa
English
ISBN/ISSN
18776345
Klasifikasi
NONE
Tipe Isi
text
Tipe Media
computer
Tipe Pembawa
online resource
Edisi
16, Article number: 18
Subjek
higher education
Eye tracking
Economics knowledge
Study progress
Multilevel analysis
Info Detail Spesifik
-
Pernyataan Tanggungjawab
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