Individual Differences in Eye Gazes: Coordination of Equations, Graphs, and Tables

• In Event: Learning From Multimedia and Graphs

Abstract

Theoretical frameworks of graph comprehension often posit a progression of competence, moving from more localized, itemized information extraction to more global information integration. We collected eye gaze data from 37 high school students examining pairs of equations, graphs, and/or tables. Our results suggest that differences in mathematical competence, as operationalized by scores on AP calculus questions, is related to specific gaze patterns that are consistent with these frameworks. Students with higher scores made more efficient visits to graphs (operationalized as fewer fixations per visit), and made more gaze transitions between tables and equations.

Authors

• Theodore W. Wills, Temple University

• Briana L. Chang, Temple University

• Waldemar Stepnowski, School District of Philadelphia

• Jennifer G. Cromley, University of Illinois at Urbana-Champaign

• Thomas Shipley, Temple University

• Julie L. Booth, Temple University