Eye-Tracking Research in Kinematics Graphs: The Beginning of the Observation of the Impact of Visual Element Graphs on Students

Teaching science through graphs is an essential strategy to enhance students' understanding of kinematics concepts, yet many learners struggle with interpreting graphs due to specific difficulties, including confusion between intervals, slopes and heights, and graphical representations. This study explores how modifications to visual elements in graphs-specifically color changes to axes and graphic areasaffect students' gaze behavior and engagement with key concepts. Using an eye-tracking device (Tobii Pro X2-60, 60 Hz), two conceptual problems from the widely used Test of Understanding of Graphics in Kinematics were presented to two balanced samples of 12 students each in both original and modified formats. The experimental design measured visit counts (VC) and total fixation duration (TFD) in four areas of interest (AOI): the problem, axes, graph, and response areas. Results indicate that modified visuals significantly increased visual attention on critical elements such as axes and graphic areas. For the slope-related exercise, modified graphics elicited higher visits and fixation times, suggesting that color changes influenced students' problem-solving strategies. Similarly, for the area-under-the-curve exercise, modified visuals directed students' attention more effectively to relevant graph elements. These findings underscore the importance of thoughtful visual design in guiding student focus and understanding, providing actionable insights for developing more effective educational materials and teaching strategies in STEAM education.