1. Gender Differences in Eye Movements in Solving Text-and-Diagram Science Problems
Huang, P. S., & *Chen, H. C. (2015, in press). Gender differences in eye movement in solving text-and-diagram science problems. International Journal of Science and Mathematics Education. doi: /s (SSCI, IF = 0.575, ranking 147/224 in “Education & Educational Research”)

2. Gender Differences in Eye Movements in Solving Text-and-Diagram Science Problems
The main purpose of this study was to examine possible gender differences in how junior high school students integrate printed texts and diagrams while solving science problems.
We proposed the Response Style Hypothesis and the Spatial Working Memory Hypothesis to explain possible gender differences in the integration process.
Eye-tracking technique was used to explore these hypotheses.

3. Results Heat maps for each item of the total sample and by gender

4. Results
The results of eye-movement indices support the Response Style Hypothesis. Compared to males, female students spent more time and displayed more fixations in solving science problems.
The female students took more time to read the print texts and compare the information between print-based texts and visual-based diagrams more frequently during the problem-solving process than the male students.
However, no gender differences were found in the accuracy of their responses to the science problems or their performances in the spatial working memory task.
Typical example of male student
Typical example of female student