Rooselyna Ekawati, Ahmad Wachidul Kohar, Elly Matul Imah, Lintang Meyta Fitrani, Khoirun Nisa
This study aims to investigate dyslexic students' cognitive behaviors in solving fraction-related problems concerning the extent to which they relied on figural and verbal information using eye-tracking. Two primary students with dyslexia were asked to solve three fraction problems on-screen, featured with three Areas of Interest (AOIs): verbal, figural, and answering area. Their responses were recorded during their on-screen solution processes to catch their cognitive processes. By mapping all the fixations into three coded AOIs, the responses were then analyzed based on their preferences for those AOIs based on total responses, the number of fixations, and dwell time. Our qualitative analysis found that the dyslexic students performed more dynamic scan paths on the problem with relatively the same proportion of text and figural symbol compared to that with less text and more symbol/figural or the problem equipped with more spaces for the answering area. Nevertheless, the dynamic scan paths do not guarantee the students' success in getting the correct answer. © 2024 Author(s).
Universitas Negeri Surabaya, FMIPA, Ketintang Campus, Surabaya, Indonesia; Sekolah Cikal Surabaya, Surabaya, Indonesia
