This study investigated how gifted and regular high school students employ different cognitive strategies and integrate information during scientific problem solving, using eye-tracking techniques. Eighteen multiple-choice items were selected from the Investigating Scientific Thinking and Reasoning (iSTAR) assessment developed at The Ohio State University, including nine text-only questions (tMCQs) and nine picture-embedded questions (pMCQs). The items were chosen to ensure clear spatial separation among text, image, and answer areas, allowing reliable region-based eye-movement analysis. Eye-tracking data were analyzed using two indices: fixation time ratio (FTR), reflecting relative attention allocation, and saccade count ratio (SCR), capturing cross-region information integration. The results revealed clear group differences. Gifted students devoted a larger proportion of attention to pictorial information (0.38 vs. 0.32) and showed more frequent transitions between picture and answer regions (0.15 vs. 0.12), indicating more integrative processing and mental model construction. In contrast, regular students spent more time focusing on textual regions and exhibited higher within-text saccade activity, consistent with a direct translation strategy. Furthermore, SCR-based machine learning classification using a Random Forest model demonstrated meaningful discriminative capability between the two groups, particularly for picture-embedded questions, achieving an accuracy of 77.5%. Overall, the findings provide empirical evidence that question format influences students’ cognitive strategies during scientific reasoning. Methodologically, this study combines a validated reasoning assessment, a carefully defined ROI-based eye-tracking design, and interpretable behavioral indicators, offering practical implications for differentiated science instruction.
Lee et al. (Sun,) studied this question.