Eye movements shift from easy, low-support tasks during early selections to faster orientation toward more difficult tasks during final selections¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r1 · q2 · i3 large
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i3 Fixation duration on difficulty levels one and two was significantly longer during early than final selections (e.g., level one: z = -2.50, p = .01, r = -0.46). → Nugteren 2018 q2 i3 Time to first fixation on difficulty levels four and five was significantly shorter during final selections (level four: z = -2.33, p = .02, r = -0.43). → Nugteren 2018 (2)

Evidence¶

Nugteren 2018¶

Nugteren, M. L., Jarodzka, H., Kester, L., & Van Merriënboer, J. J. G. (2018). Self-regulation of secondary school students: self-assessments are inaccurate and insufficiently used for learning-task selection. Instructional Science. https://doi.org/10.1007/s11251-018-9448-2

q2 · i3 · associational · r1

Eye tracking with a Tobii 1750 during task selection in the N = 15 experiment; fixation durations on difficulty levels one (r = -0.46) and two (r = -0.43) differed significantly between early and final selections, with no significant differences for levels three to five.

"This suggests participants fixated longer on difficulty levels one and two during the early selections than during the final selections."

Nugteren 2018 (2)¶

Nugteren, M. L., Jarodzka, H., Kester, L., & Van Merriënboer, J. J. G. (2018). Self-regulation of secondary school students: self-assessments are inaccurate and insufficiently used for learning-task selection. Instructional Science. https://doi.org/10.1007/s11251-018-9448-2

q2 · i3 · associational · r1

Time-to-first-fixation analysis for the five difficulty levels: level four was significant (z = -2.33, p = .02, r = -0.43) and level five marginally significant (z = -1.76, p = .08, r = -0.32); levels one to three were not significant.

"This suggests participants fixated faster on the higher difficulty levels (four and five) during the final task selections than during the early task selections."

Discussion¶

Related Claims¶

• Engage-to-Unlock redistributed effort across tasks: participants spent more time writing and less time evaluating, without increasing overall task duration — related
• Secondary school students selecting tasks without guidance base most selections on content and rarely on difficulty or support level — related