You are here:

Identification of effective visual problem solving strategies in a complex visual domain
ARTICLE

, , , , Open University of The Netherlands ; , Air Traffic Control The Netherlands ; , Open University of The Netherlands

Learning and Instruction Volume 32, Number 1, ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

Students in complex visual domains must acquire visual problem solving strategies that allow them to make fast decisions and come up with good solutions to real-time problems. In this study, 31 air traffic controllers at different levels of expertise (novice, intermediate, expert) were confronted with 9 problem situations depicted on a radar screen. Participants were asked to provide the optimal order of arrival of all depicted aircrafts. Eye-movements, time-on-task, perceived mental effort, and task performance were recorded. Eye-tracking data revealed that novices use inefficient means-end visual problem solving strategies in which they primarily focus on the destination of aircraft. Higher levels of expertise yield visual problem solving strategies characterized by more efficient retrieval of relevant information and more efficient scan paths. Furthermore, experts' solutions were more similar than intermediates' solutions and intermediates' solutions were more similar than novices' solutions. Performance measures showed that experts and intermediates reached better solutions than novices, and that experts were faster and invested less mental effort than intermediates and novices. These findings may help creating eye-movement modeling examples for the teaching of visual problem solving strategies in complex visual domains.

Citation

van Meeuwen, L.W., Jarodzka, H., Brand-Gruwel, S., Kirschner, P.A., de Bock, J.J.P.R. & van Merriënboer, J.J.G. (2014). Identification of effective visual problem solving strategies in a complex visual domain. Learning and Instruction, 32(1), 10-21. Elsevier Ltd. Retrieved March 9, 2021 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2014.01.004

Keywords