ArticleFrontiers in psychology2023
The effect of structured stepwise presentations on students' fraction learning: an eye-tracking study.
Article in Frontiers in psychology, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
The structured stepwise presentation is based on the segmenting and cueing principles. The main purpose of the study was to examine the effect of the structured stepwise presentations on students' attention and fraction learning. A total of 100 primary pupils participated in this study. They were divided into three parallel groups and were, respectively, applied three kinds of presentation types (structured and stepwise, no structure and stepwise, and structure and no stepwise) of the teaching content to learn the fraction concept. A stable eye tracker was used to record students' visual attention during learning, the first fixation duration and total fixation duration of students were recorded, and the regression time was also calculated within correspondent relative elements. After the experiment, through a one-way ANOVA test, we found significant differences among the three groups in students' attention. The learning performance of these three groups also differed. The results showed that structured stepwise presentation played an important role in attention guidance during fraction teaching. It better guided students' attention to connecting relative elements and resulted in better learning performance in fraction learning. The findings suggested the importance of structured stepwise presentations during teaching practices.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.