Although many chemistry demonstrations are proposed in educational literature, there are hardly any studies on how demonstrations should be set up in order to support students’ perception. Against this background, the aim of the present study was to present and test setup principles for chemistry demonstrations, with regards to indicators of students’ visual attention on the relevant equipment in a demonstration. On the basis of the Gestalt principles, we carried out an experimental double-blind eye-tracking study. We set up six demonstrations that each corresponded to one Gestalt principle (“Gestalt setting”) and six demonstrations that explicitly violated one principle (“control setting”). There were 146 students from secondary schools randomly assigned to watch a demonstration either in a Gestalt or a control setting. Visual attention was captured using an eye-tracker (eye-follower 2.0). The total fixation count, total fixation duration, total mean fixation duration, and time taken to fixate were analyzed. The results show that demonstration setups have an impact on visual attention, with small to medium effects for each Gestalt principle. In order to support learners watching a demonstration, educators should carefully plan the setup with regard to their concrete learning goal(s) and the equipment they want to focus on. In particular cases, educators will have to decide purposefully between competing principles.

中文翻译：

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化学演示和视觉注意：设置很重要吗？来自双盲眼动追踪研究的证据

尽管教育文献中提出了许多化学示范，但几乎没有关于如何建立示范以支持学生的感知的研究。在此背景下，本研究的目的是介绍和测试化学演示的设置原理，以关于学生在演示中对相关设备的视觉关注指标。根据格式塔原理，我们进行了实验性双盲眼动追踪研究。我们设置了六个演示，每个演示都对应一个格式塔原理（“格式塔设置”）和六个演示，它们明显违反了一个原理（“控制设置”）。来自中学的146名学生被随机分配到在格式塔尔（Gestalt）或对照场所观看示范表演。使用眼动仪（eye-follower 2.0）捕获了视觉注意力。分析总固定次数，总固定持续时间，总平均固定持续时间和固定时间。结果表明，示范装置对视觉注意力有影响，每种格式塔原理的影响都从中到小。为了支持学习者观看演示，教育者应根据他们的具体学习目标和他们要关注的设备仔细计划安装方案。在特定情况下，教育工作者将不得不在竞争原则之间做出有目的地决定。每种格式塔原理都有中到小效果。为了支持学习者观看示范节目，教育者应根据他们的具体学习目标和他们要关注的设备仔细计划设置。在特定情况下，教育工作者将不得不在竞争原则之间做出有目的地决定。每种格式塔原理都有中到小效果。为了支持学习者观看示范节目，教育者应根据他们的具体学习目标和他们要关注的设备仔细计划设置。在特定情况下，教育工作者将不得不在竞争原则之间做出有目的地决定。