Eye Movements Experimental Study On GeoGebra Animation In High School Physics Teaching

In the context of accelerating modernization of education,the Curriculum Standards of Physics for senior high School(2017 Edition,2020 revision)points out that it is necessary to actively explore the deep integration of information technology and physics teaching.GeoGebra is a powerful,highly compatible,free and open-source dynamic geometry software,which can visually present some phenomena or processes that are difficult to be presented by traditional teaching methods in high school physics teaching,and present them to students in the form of animations,thus realizing the visualization of high school physics teaching.There have been many cases of using GeoGebra animations to aid physics teaching,however,the quality of the animations is uneven,and there is a lack of research on how to optimize GeoGebra animation design.Therefore,this study takes the design and development of GeoGebra animation as the starting point.In response to the demand for teaching animations to highlight key information and vivid images as reflected by students in the preliminary research,the following three issues were explored:(1)Will highlighting key information in GeoGebra animations have an effect on students’ learning of physics?(2)Will enhancing the vividness of the GeoGebra animation have an impact on students’ learning of physics?(3)How to optimize the design of GeoGebra animation from these two aspects?After referring to the existing related studies on multimedia learning,this study chose to highlight the key information in the animation by using bright colors as cues;and enhance the vividness of the animation by adding decorative details.The experiment adopted a 2×2 two-factor experimental design,with 20 students in senior high school as subjects,developed GeoGebra animation and recorded the corresponding teaching video for the section "Circular Motion" in the second volume of compulsory high school physics of the Human Education Edition.By using eye-tracking technology and the questionnaire method,this paper explores the influence of "cues" and "decorative details" in GeoGebra animation on students’ physical learning.The results showed that the retention test performance of the group with cues was significantly higher than that of the group without cues,and the time to first fixation and the total fixation duration of the group with cues were significantly better than those of the group without cues;the performance of the group without decorative details was significantly better than that of the group with decorative details in retention test performance,migration test performance,total fixation duration,and cognitive load;and there were no significant differences between the groups in terms of perceived difficulty of the learning material,interest in the learning material,and perceived difficulty of the test.The results of eye-movement experiments show that using cues to highlight key information in GeoGebra animations can effectively improve the effectiveness of physics teaching,while adding decorative details to the animations,although enhancing the vividness of the animations,have a negative impact on the physics learning effect.Based on the experimental results,combined with the functions of GeoGebra software,this study also proposes three strategies for using GeoGebra animations to assist high school physics teaching,including: Set color contrast to highlight key locations and reduce search time;Set the display track to guide visual attention and promote attention maintenance;Use interactive functions to regulate decorative details and reduce cognitive load.This study can provide references for teachers to apply GeoGebra animation to assist physics teaching more scientifically,and can provide inspiration for the application of eyetracking technology in physics education research to a certain extent,which is conducive to the promotion and application of eye-tracking technology in the field of physics education research in China.