Exploring the Differences in Hydraulic Engineering Problem-Solving Behavior between Undergraduate Students and Engineering Practitioners with Multiple Representations Using Eye-Tracking Techniques

Abstract

Problem solving is a common activity for engineering students and practicing engineers as they learn and practice the use of engineering concepts. Understanding the approach to a problem provides a glimpse at unique problem-solving behaviors that can be used as a means to compare different problem solvers. Engineering education research has focused on particular behaviors to compare problem solvers and problem types, which has led to a greater understanding of the gap in student preparedness for the workplace and advances in better teaching practices. This study further explores the similarities and differences in problem-solving behaviors of engineering practitioners and students as they solve problems with multiple representations. An exploratory study was done using eye-tracking techniques to observe the problem-solving behaviors of engineering practitioners and engineering students as they solve three problems with four equivalent representations as means to solve the problems. Problem-solving behaviors were compared and explored using descriptive statistics to understand unique similarities and differences and search for patterns across multiple problems. The results show that engineering practitioners appear to be more consistent, efficient, and rigid in their approach and that students are more likely to adjust their problem-solving approach and use different representations. No observable trends in time spent solving the problems or problem correctness with respect to a particular representation were observed, which suggests that there is not one representation that is better than another. Students used formulaic representations more often than visual representations, whereas engineering practitioners had no observable use based on representation typology. Trends related to problem correctness across the three problems were observed for both students and engineering practitioners, and students began exploring additional representations as they solved more problems. These similarities and differences suggest that there is more to learn about the problem-solving behaviors of students and engineering practitioners. Understanding more about these behaviors can assist in understanding the gap in student preparedness for the workplace and help educators in further developing better teaching practices.