How mixed reality shifts visual attention and success in experimental problem solving

While commercially available mixed-reality (MR) head-mounted devices are also increasingly used in education the impact of MR learning environments is mostly being evaluated with respect to outcomes and gains alongside a number affective variables. Here we aim at deeper understanding influence on experimental problem-solving processes by means eye-tracking analyses as an addition self-reported questionnaire-based test instruments. On basis didactically empirically sound designed environment for problem solving electrical circuit investigate how novices experts differ their success visual attention both non-MR condition. Our results indicate that not only has positive effect groups solving, but it accompanied significant shifts different parts experiment.Received 1 October 2021Accepted 8 June 2022DOI:https://doi.org/10.1103/PhysRevPhysEducRes.18.023101Published American Physical Society under terms Creative Commons Attribution 4.0 International license. Further distribution this work must maintain attribution author(s) published article’s title, journal citation, DOI.Published SocietyPhysics Subject Headings (PhySH)Research AreasLearning environmentScientific reasoning & solvingTechnologyPhysics Education Research