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Comparison of written and spoken instruction to foster coordination between diagram and equation in undergraduate physics education
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Description: Vector fields are convention-based representations used in many natural sciences, for example, in physics. This project aims to optimise instruction with abstract graphical representations in undergraduate physics education. For this purpose, participants are split into two groups instructed via different modalities about graphically interpreting vector fields. We record task performance, learning time, and eye movements. We expect to find a modality effect as found for other forms of text-image combinations. Moreover, we expect to find differences in visual behaviour indicating varying cognitive strategies. (See pre-print: https://www.researchgate.net/publication/358404867)
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