Collaborative research: investigating the role of spontaneously-generated representations within problem solving in undergraduate physics using eye-tracking

This collaborative research project, funded by the National Science Foundation's Division of Undergraduate Education under the STEM Education program (CFDA 47.076), received $227,921 in obligated funding with a performance period from October 1, 2025, through September 30, 2028. The project delivers empirical research and methodological innovations investigating how undergraduate physics students spontaneously generate and utilize multiple representations—such as diagrams, sketches, and graphs—when solving unfamiliar physics problems. Through novel application of eye-tracking technology, the research examines three critical dimensions of problem-solving: initiation of representation, reference and utilization patterns, and effects of representation use on problem-solving outcomes.

The primary deliverables include enhanced empirical insights into the role of representations within physics problem-solving processes that can inform instructional strategies and guide future research directions, as well as demonstration of an innovative eye-tracking methodology applicable to physics education research. CAL Poly Pomona Foundation Inc. serves as the awardee organization conducting the research at its Pomona, California location. By advancing understanding of students' dynamic problem-solving capabilities—a cornerstone competency that industry employers identify as essential for physics degree holders—this project supports the National Science Foundation's objective to enhance STEM education and workforce development by equipping students with fluency in representational reasoning and novel problem-solving.

Abstract

This level 1 engaged student learning project aims to serve the national interest by enhancing our understanding of physics students' problem-solving skills, thereby ensuring they can go on to form the next generation of stem professionals in the workforce. Specifically, this project investigates how students are able to use problem-solving tools such as diagrams, sketches, and graphs to solve novel physics problems to which they do not know the answers. This type of dynamic problem solving is a cornerstone of physics as a discipline, and is what industry employers often cite as a key skill that physics degree holders bring to the table. By investigating the role of a key problem-solving skill - the ability to generate, interpret, and utilize multiple ways of representing information in the context of unfamiliar problems - this project has the potential to significantly enhance the ability of the educational system to train students to ensure their fluency with these skills. This project utilizes recent advances in eye-tracking technology to accomplish a goal previously unachievable due to both hardware and software limitations. Using eye-tracking glasses, this project will investigate how students spontaneously generate and utilize multiple forms of representations when solving physics problems. Specifically, this project will research three aspects of physics problem solving: 1) initiation of representation, 2) reference and utilization, and 3) effect of representation use. Expected outcomes from this work include: 1) increased insight into the role of representations within the problem-solving process that can be used to inform both instructional strategies and new research directions, and 2) demonstration of a novel use of eye-tracking within physics education that will be distributed to the physics education and larger discipline-based education research communities through publications and conferences. The NSF iuse: EDU program supports research and development projects to improve the effectiveness of stem education for all students. Through the engaged student learning track, the program supports the creation, exploration, and implementation of promising practices and tools. This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the foundation's intellectual merit and broader impacts review criteria.- subawards are not planned for this award.