Progression of argumentative reasoning and the relation with visual attention in an interactive learning environment
In this study, an interactive science learning app on the topic of plate tectonics was developed for tablets to promote argumentative reasoning. The app guided learners through learning stages that required them to propose arguments, identify relevant evidence, acquire background knowledge, and enga...
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International Forum of Educational Technology & Society
2025-04-01
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| Series: | Educational Technology & Society |
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| Online Access: | https://www.j-ets.net/collection/published-issues/28_2#h.dji7phn7qevr |
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| author | Fang-Ying Yang, Yuan-Li Liu, Shih-Chieh Chien, Yi-Wen Hung |
| author_facet | Fang-Ying Yang, Yuan-Li Liu, Shih-Chieh Chien, Yi-Wen Hung |
| author_sort | Fang-Ying Yang, Yuan-Li Liu, Shih-Chieh Chien, Yi-Wen Hung |
| collection | DOAJ |
| description | In this study, an interactive science learning app on the topic of plate tectonics was developed for tablets to promote argumentative reasoning. The app guided learners through learning stages that required them to propose arguments, identify relevant evidence, acquire background knowledge, and engage in argumentative reasoning in different scenarios. Visual attention during learning was examined using the Tobii Classes 2.0 eye tracking system and analyzed in relation to reasoning performance. Thirty undergraduates (21 female and 9 male) aged 20 to 23 participated in the study. Argumentative reasoning performance was assessed through responses to prompting questions, while visual attention was measured using fixation-based eye movement measures in areas of interest corresponding to different knowledge representations. Descriptive analyses were conducted to illustrate students’ argumentative reasoning performance and visual attention distributions, while correlation and regression analyses were performed to explore associations between visual attention and reasoning performance. The results indicated that students’ ability to use evidence improved over time, with attention shifting from textual to graphical information following exposure to supporting information provided by the learning app. Higher visual attention to data-related information was linked to better reasoning performance. |
| format | Article |
| id | doaj-art-ed1290d7af314db1b561d7320fa498ae |
| institution | OA Journals |
| issn | 1176-3647 1436-4522 |
| language | English |
| publishDate | 2025-04-01 |
| publisher | International Forum of Educational Technology & Society |
| record_format | Article |
| series | Educational Technology & Society |
| spelling | doaj-art-ed1290d7af314db1b561d7320fa498ae2025-08-20T02:12:50ZengInternational Forum of Educational Technology & SocietyEducational Technology & Society1176-36471436-45222025-04-01282111127https://doi.org/10.30191/ETS.202504_28(2).RP07Progression of argumentative reasoning and the relation with visual attention in an interactive learning environmentFang-Ying Yang, Yuan-Li Liu, Shih-Chieh Chien, Yi-Wen HungIn this study, an interactive science learning app on the topic of plate tectonics was developed for tablets to promote argumentative reasoning. The app guided learners through learning stages that required them to propose arguments, identify relevant evidence, acquire background knowledge, and engage in argumentative reasoning in different scenarios. Visual attention during learning was examined using the Tobii Classes 2.0 eye tracking system and analyzed in relation to reasoning performance. Thirty undergraduates (21 female and 9 male) aged 20 to 23 participated in the study. Argumentative reasoning performance was assessed through responses to prompting questions, while visual attention was measured using fixation-based eye movement measures in areas of interest corresponding to different knowledge representations. Descriptive analyses were conducted to illustrate students’ argumentative reasoning performance and visual attention distributions, while correlation and regression analyses were performed to explore associations between visual attention and reasoning performance. The results indicated that students’ ability to use evidence improved over time, with attention shifting from textual to graphical information following exposure to supporting information provided by the learning app. Higher visual attention to data-related information was linked to better reasoning performance.https://www.j-ets.net/collection/published-issues/28_2#h.dji7phn7qevrargumentative reasoninginteractive learningmobile-based learningvisual attentioneye tracking |
| spellingShingle | Fang-Ying Yang, Yuan-Li Liu, Shih-Chieh Chien, Yi-Wen Hung Progression of argumentative reasoning and the relation with visual attention in an interactive learning environment Educational Technology & Society argumentative reasoning interactive learning mobile-based learning visual attention eye tracking |
| title | Progression of argumentative reasoning and the relation with visual attention in an interactive learning environment |
| title_full | Progression of argumentative reasoning and the relation with visual attention in an interactive learning environment |
| title_fullStr | Progression of argumentative reasoning and the relation with visual attention in an interactive learning environment |
| title_full_unstemmed | Progression of argumentative reasoning and the relation with visual attention in an interactive learning environment |
| title_short | Progression of argumentative reasoning and the relation with visual attention in an interactive learning environment |
| title_sort | progression of argumentative reasoning and the relation with visual attention in an interactive learning environment |
| topic | argumentative reasoning interactive learning mobile-based learning visual attention eye tracking |
| url | https://www.j-ets.net/collection/published-issues/28_2#h.dji7phn7qevr |
| work_keys_str_mv | AT fangyingyangyuanliliushihchiehchienyiwenhung progressionofargumentativereasoningandtherelationwithvisualattentioninaninteractivelearningenvironment |