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Can Eye Movements Provide a Means of Measuring Implicit Learning of Physics?

TERC Presenter Series

With the cancellation of many conferences this year and reduced audiences for those who did present, the TERC's Communications team thought it would be nice for staff to still be able to disseminate their presentations. As a response, we developed the TERC Presenter Series. Over a few months we set up Zoom presentations for projects to share their work and for those of us inside and outside of TERC learn more about the ongoing research.

The second presentation in the series was given by Ibrahim Dahlstrom-Hakki, Thursday, May 7, 2020.

Can Eye Movements Provide a Means of Measuring Implicit Learning of Physics?

There is an increasing need for the development of assessments that are fair and equitable across all populations of learners as highlighted by The Standards for Educational and Psychological Testing put out jointly by APA, AERA, and NCME (2014). This talk will report on work that explores the use of eye movement data from neurodiverse students playing the physics video game Impulse. This pilot study shows promise in using eye tracking data as a means of more equitably assessing students’ implicit learning of Newtonian physics. A GLMEM analysis of the eye movements indicates that they are a viable means of assessing implicit physics knowledge in a neurodiverse population.

 
Can Eye Movements Provide a Means of Measuring Implicit Learning of Physics?
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