Supporting comprehension of geometric worked examples in adolescents through eye-movement modelling and reading strategies Chao-Jung Wu
Department of Educational Psychology and Counseling, National Taiwan Normal University, Taiwan
Abstract
Studying geometric worked examples is a common and effective way to learn geometric problem solving. Three reading strategies were developed to help adolescents master geometry reading that integrates words, symbols, and diagrams: identifying geometric symbols with figures, recognizing propositions with figures, and abstracting the solution plan. To examine the effectiveness of eye-movement modelling examples (EMME), the strategy video was designed in two versions: one containing only strategy explanations and examples, and the other augmenting this content with EMME. The control and EMME groups each included 34 ninth-grade students, categorized into high- and low-ability based on a prior knowledge test. Both groups took the same pre-test and post-test surrounding the video intervention. After controlling for pre-test scores, ANCOVA revealed a marginally significant interaction between group and ability. A follow-up simple main effects analysis showed that among low-ability students, the EMME group significantly outperformed the control group. No significant difference was found between groups among high-ability students. After controlling for pre-test reading time, ANCOVA showed no interaction or group effect. However, high-ability students spent significantly more reading time than low-ability students.
Keywords: eye-movement modelling example, geometry reading strategies, secondary school studet
