Particulate-level animations have been shown to increase student content knowledge and understanding in general chemistry, however little is known about the mechanism by which students interact with animations or whether behavior varies based on individual characteristics. The viewing behavior of both chemistry students and teaching faculty were measured using eye-tracking technology in order to investigate the impacts of expertise, visual perception, and visuospatial ability on what individuals "see" when they watch an animation.  Data will be presented on attention allocation and viewing patterns for individuals interacting with an animation on the topic of oxidation-reduction reactions.  Additionally, interview results and pre-post-test comparisons will be used to investigate how conceptions of this topic may change after animation viewing.

Animation viewing in general chemistry: Impacts of expertise, visual perception, and visuospatial ability

ACS Spring 2022

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