Abstrakt
The effect of representation for student's ability to solve mechanics problems was examined by using an eye-tracking device. The secondary aim was to investigate if students answering correct or incorrect have differences in their problem solving procedures.
The results were also compared to previous studies. According to the results of this study the representation has a slight effect on student's ability to solve problems.
Some differences were also found about where students answering right or wrong pay attention while solving physics problems.