Simulations and virtual or remote laboratories are increasingly used in schools. The extent to which individual experimental skills can be acquired when experimenting in digital applications is, however, questionable. This paper focuses on finding multimedia features for digital experiments to support the transfer of measured values from the laboratory system to a diagram. Beside physical considerations, spatial translation processes could be crucial for a successful assignment. Therefore, the influence of the subjects’ spatial ability is examined. Using a pretest posttest design ($N=119)$ the effects of training with supportive animation (Animation Group) and training with an interactive task and feedback (Interactive Group) were tested. The results of both groups were each compared to those of a Reference Group. Eye tracking data was recorded during training to investigate the origin of different training effects. Hence, fixations and saccades during training were analyzed. For the investigation of the distribution of the saccadic movements, polar diagrams were used in combination with estimated probability density functions. The results show that the score in the pretest is correlated to the score achieved in the Card Rotation test, which measures the spatial rotation skills of the subjects. Further, the subjects in the Interactive Group benefited from the training more than the subjects in the Reference Group did. There were no significant differences in the effect of the training between the Animation Group and the Reference Group. Eye tracking data reveals that the training in the Interactive Group caused the most comparative eye movements between the laboratory system and the diagram. The training in the Animation Group led to the highest visual attention; however, subjects in this group concentrated on the dynamic elements. These results indicate that especially students with weak spatial skills need additional support when transferring measured values from the laboratory system to the diagram. This assignment can be practiced in computer-based experiments, in particular with an interactive training task and feedback. Additionally, the analysis showed that the training is equally suitable for learners with different spatial abilities. A corresponding task was implemented into the virtual laboratory at {https://www.didaktik.physik.uni-muenchen.de/sims/documentation/} {I. INTRODUCTION} Collecting, organizing and interpreting measured values are key competences for processing experimental data. The creation and interpretation of graphical representations of measured values plays a particularly important role. The following examines how the learners’ skill of transferring measurement results from the laboratory system to the correct points in the diagram can be supported when working with computer-based experiments. This was investigated using a virtual laboratory with which the field of a permanent magnet can be measured and visualized. Supporting multimedia tools are derived from theory and their effectiveness is tested. However, first the relevance of practicing the documentation of measurement results is shown and associated difficulties are described.

中文翻译：

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基于计算机的物理实验中的动画和交互性，以支持在图表中记录测量的矢量：眼动追踪研究

模拟和虚拟或远程实验室在学校中越来越多地被使用。但是，在数字应用程序中进行实验时，可以在何种程度上获得个人实验技能是个问题。本文着重于找到用于数字实验的多媒体功能，以支持将测量值从实验室系统传输到图表。除了物理上的考虑，空间翻译过程对于成功完成任务可能至关重要。因此，研究对象的空间能力的影响。使用前测后测设计（$ñ=119）$测试了通过支持动画进行的训练（动画组）和通过交互式任务和反馈进行的训练（交互组）的效果。将两组的结果均与参考组的结果进行比较。在训练过程中记录了眼动数据，以调查不同训练效果的起源。因此，分析了训练期间的注视和扫视。为了研究扫视运动的分布，极坐标图与估计的概率密度函数结合使用。结果表明，预测中的分数与“卡片旋转”测验中获得的分数相关，该测验测量了受试者的空间旋转技巧。此外，互动小组中的受试者比参考小组中的受试者从培训中受益更多。动画组和参考组之间的培训效果没有显着差异。眼动追踪数据表明，在互动小组中的训练导致实验室系统与图表之间的眼动比较最多。动画小组的培训带来了最高的视觉关注度；但是，这一组的主题集中在动态元素上。这些结果表明，特别是空间技能较弱的学生，在将测量值从实验室系统传输到图表时需要额外的支持。可以在基于计算机的实验中进行这项作业，尤其是在交互式培训任务和反馈中。此外，分析表明，培训同样适合具有不同空间能力的学习者。在虚拟实验室{https://www.didaktik.physik.uni-muenchen.de/sims/documentation/}中实施了相应的任务。简介收集，组织和解释测量值是处理实验数据的关键能力。测量值的图形表示的创建和解释起着特别重要的作用。以下内容探讨了在进行基于计算机的实验时，如何支持学习者将测量结果从实验室系统传输到图中正确点的技能。使用虚拟实验室对此进行了研究，通过该实验室可以测量和可视化永磁体的磁场。支持的多媒体工具是从理论上推导出来的，并且对其有效性进行了测试。然而，