Abstract
Educational materials represent a key element in the teaching and learning process, enabling efficient transfer of information and facilitating pupils and students' learning. Scientific texts, besides the textual part, typically also include additional components such as tables, graphs, and various types of non-textual representations (at the macro, sub-micro, or symbolic level), presented through real images, models, formulas, equations, or symbols.
Current results suggest that these components do not receive sufficient attention, which can negatively affect students' ability to use educational materials independently. Therefore, this study focuses on the analysis of educational materials for chemistry and their impact on university students' learning.
In the first phase, pre-tests will be conducted to select a suitable sample of students for the next part of the research. Among the selected students representing successful, average, and unsuccessful problem-solvers, it will be observed how effectively they use the provided educational materials, especially their subject-specific components.
The data will be collected using the eye-tracking method, supplemented by retrospective think-aloud and interviews. Based on the results, recommendations will be formulated to augment educational materials with appropriate cues to enhance students' comprehension, and at the same time, methods will be proposed for developing students' abilities to work with individual components of educational materials.