交互式可视化和模拟工具对学习量子物理的影响：眼动跟踪研究的结果
The impact of an interactive visualization and simulation tool on learning quantum physics: Results of an eye-tracking study
摘要：
利用科学实践获取和使用信息是下一代科学标准的核心方面之一。特别是在量子技术教育中，采用这种实践的能力是促进学术成功和技术发展的基本技能。为了帮助教育工作者设计有效的教学，新手和专家的眼动之间的比较允许识别有效的信息提取和整合策略。在这项工作中，我们比较了专家和新手的凝视行为，同时使用交互式模拟工具Quantum Composer解决量子物理学问题，该工具通过多种外部表示（数值，方程，图形）显示信息。在两个推理任务中，我们发现元表征能力是成功参与模拟工具的关键。对凝视行为的分析表明，图形上的视觉注意起着主要作用，冗余的数字信息被忽略。此外，在相关和不相关区域上的总停留时间对于第二任务中的得分是预测性的。因此，研究结果展示了新手在使用模拟工具时遇到的困难，并为如何在专家凝视行为指导下设计有效的量子技术教育提供了见解。
英文摘要：
Employing scientific practices to obtain and use information is one of the central facets of next generation science standards. Especially in quantum technology education, the ability to employ such practices is an essential skill to foster both academic success and technological development. In order to help educators design effective instructions, the comparison between novices' and experts' eye movements allows the identification of efficient information extraction and integration strategies. In this work, we compare the gaze behavior of experts and novices while solving problems in quantum physics using an interactive simulation tool, Quantum Composer, which displays information via multiple external representations (numerical values, equations, graphs). During two reasoning tasks, we found that metarepresentational competences were crucial for successful engagement with the simulation tool. The analysis of the gaze behavior revealed that visual attention on a graph plays a major role and redundant numerical information is ignored. Furthermore, the total dwell time on relevant and irrelevant areas is predictive for the score in the second task. Therefore, the results demonstrate which difficulties novices encounter when using simulation tools and provides insights for how to design effective instructions in quantum technology education guided by experts' gaze behavior.
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