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Materials Similar to Use of Eye-Tracking Technology to Investigate Cognitive Load Theory

• 37%: Validating a survey for self-reporting cognitive load
• 37%: Adapting differentiated cognitive load measurement in physics classroom
• 34%: Humans, Intentionality, Experience and Tools for Learning: Some Contributions from Post-cognitive Theories to the Use of Technology in Physics Education
• 33%: Using Collaborative Group Exams to Investigate Students’ Ability to Learn
• 32%: Development and implications of technology in reform-based physics laboratories
• 31%: Applying cognitive developmental psychology to middle school physics learning: The rule assessment method
• 31%: Using Eye Tracking to Differentiate Student Difficulties Reasoning with Data
• 30%: The Wave Concept Inventory - A Cognitive Instrument Based on Bloom’s Taxonomy
• 29%: Comparing Experts and Novices in Solving Electrical Circuit Problems with the Help of Eye-Tracking
• 29%: Applying Rasch theory to evaluate the construct validity of brief electricity and magnetism assessment
• 29%: Examining students' personal epistemology: the role of physics experiments and relation with theory
• 26%: Designing a lab course from the perspective of flow theory
• 25%: Students' Cognitive Conflict and Conceptual Change in a Physics by Inquiry Class
• 25%: Item response theory analysis of the mechanics baseline test
• 25%: Pedagogy and/or technology: Making difference in improving students’ problem solving skills
• 25%: Technology and research-based strategies: Learning and alternative conceptions
• 25%: Machine learning predicts responses to conceptual tasks using eye movements
• 24%: Mathematical theory of peer-instruction dynamics
• 24%: Students’ Understanding of Density: A Cognitive Linguistics Perspective