Placing the question first reduces first-phase attention but increases second-phase attention (with mixed robustness)¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Placing the question at the beginning shortened fixation durations on situational text in the first phase, shortened fixation durations on numbers in the first phase, and lengthened fixation durations on situational text in the second phase. → Strohmaier 2025

Evidence¶

Strohmaier 2025¶

Strohmaier, A. R., Schons, C., Knabbe, A., Vogel, M., Saado, K., & Obersteiner, A. (2025). The relation between text comprehension and computation in mathematical word-problem solving. Learning and Instruction, 101, 102235. https://doi.org/10.1016/j.learninstruc.2025.102235

q3 · i? · causal · r2

Linear mixed-model results from the eye-tracking experiment (n = 47); question-first reduced first-phase situational text (p = .037) and numbers (p < .001), and increased second-phase situational text (p < .001). Question position also showed a trend toward lower solution probability, OR = 0.71, p = .056. No standardized effect size printed.

"Placing the question at the beginning of the problem led to a significantly shorter fixation duration on situational text during the first phase. In addition, fixation durations on numbers were significantly shorter in the first phase and significantly longer in the second solution phase when the question was placed at the beginning of the problem."

Discussion¶

Learner Variables¶

• Attention — outcome: instruction changes it

Related Claims¶

• Linguistic problem difficulty and lower linguistic abilities increase attention on situational text during the first solution phase of word-problem solving — related
• Numerical problem difficulty and lower mathematical abilities increase attention on numbers during the second solution phase — related
• Numerical difficulty and mathematical abilities also affect attention on situational text in the second phase (attention-crossover supporting integrated models) — related