Kinematics is an important but challenging area in physics. In previously published works of the current research project, it was revealed that there is a significant relationship between facial microexpression states (FMES) changes and conceptual conflict-induced conceptual change. Consequently, the current study integrated FMES into a kinematics multiple representation instructional scenario to investigate if FMES could be used to help construct students’ conceptual paths, and help predict students’ learning outcome. Analysis revealed that types of students’ FMES (neutral, surprised, positive, and negative) were important in helping instructors predict students’ learning outcomes. Findings showed that exhibiting negative FMES through all three major representation segments of the instructional process (i.e., scientific demonstration, textual instruction, and animated instruction) suggests a higher probability of conceptual change among students with sufficient background knowledge on the topic. For students with insufficient prior knowledge, the result was the opposite. Moreover, animated representation was found to be critical to the prediction of student conceptual change. In sum, the results showed FMES as a viable indicator for conceptual change in kinematics, and also reaffirmed the importance of prior knowledge and representations of scientific concepts.

运动学是物理学中一个重要但具有挑战性的领域。在当前研究项目的先前发表的作品中，揭示了面部微表情状态（FMES）的变化与概念冲突引起的概念变化之间存在显着的关系。因此，当前的研究将FMES集成到运动学多表示教学方案中，以研究FMES是否可用于帮助构建学生的概念路径并帮助预测学生的学习成果。分析表明，学生的FMES类型（中性，惊讶，正面和负面）在帮助教师预测学生的学习成果方面很重要。研究结果表明，在教学过程的所有三个主要代表环节（例如，科学演示，文字教学和动画教学）表明，具有足够主题背景知识的学生，其概念改变的可能性更高。对于那些先验知识不足的学生，结果是相反的。此外，发现动画表示对于预测学生的观念变化至关重要。总之，结果表明FMES是运动学概念变化的可行指标，并且重申了先验知识和科学概念表示的重要性。发现动画表示对于预测学生的观念变化至关重要。总之，结果表明FMES是运动学概念变化的可行指标，并且重申了先验知识和科学概念表示的重要性。发现动画表示对于预测学生的观念变化至关重要。总之，结果表明FMES是运动学概念变化的可行指标，并且重申了先验知识和科学概念表示的重要性。