Investigating problem-solving behaviours of university students through an eye-tracking system using GeoGebra in geometry: A case study

• Published in: Education and information technologies 2024-08, Vol.29 (12), p.15761-15791
• Main Authors: Türkoğlu, Hacer, Yalçınalp, Serpil
• Format: Article
• Language: English
• Subjects: Case studies; Cognitive style; College Students; Computer Appl. in Social and Behavioral Sciences; Computer Science; Computers and Education; Concept Teaching; Education; Educational Technology; Elementary School Mathematics; Eye movements; Geometry; Information Systems Applications (incl.Internet); Mathematical Concepts; Mathematics Education; Mathematics Skills; Problem solving; Student Behavior; Track System (Education); University students; User Interfaces and Human Computer Interaction
• ISSN: 1360-2357; 1573-7608
• DOI: 10.1007/s10639-024-12452-1

Problem solving is one of the high-level thinking skills and essential in teaching mathematical concepts and procedures. The eye-tracking method allows educators to see and interpret different problem-solving behaviours of students. The purpose of this study was to investigate the problem-solving behaviours of university students based on eye tracking statistics when faced with a geometry problem, and to explain these behaviours in terms of the students' success and learning styles. The research design was a case study approach that combined quantitative and qualitative data. Eight first-year students from the department of elementary mathematics education in a private University, Turkey, participated in this study. They were asked to solve a specific geometry question using the GeoGebra software. While solving this question, their eye movements were recorded and analysed using an eye-tracking program. Results were analysed to investigate their problem-solving skills and behaviours based on Polya’s mathematical problem-solving stages. Results of the study suggest that the effort devoted to the understanding and planning stages of problem-solving are important factors that contribute to success in this case. Results also revealed that participated students with a converger learning style were more successful in each step of the problem-solving process. Additionally, it could be concluded that the input area had only been used by converger students, indicating that they devoted time and effort to creating and trying formulas.