Eye-Tracking and the Integration of Text and Visualizations

• In Event: Cognitive Processes in Reading Comprehension

Abstract

This research builds on the work of Mason et al. (2013) by using eye tracking to explore how college biology students study course material that contains text and visualizations. Associations between objective eye-tracking measures and performance on a learning outcome measure are examined. Efforts to integrate text and visualizations were operationalized as between-representation transitions. An extreme groups split on these transitions frequencies divided participants into groups of high and low integrators. In addition, holistic eye movement patterns were inspected to identify the approaches students took toward the representations and how these patterns relate to learning outcomes. Results indicate that high integrators demonstrate more systems level learning and engage in more explicit mapping between text and visualization, situating, and rereading.

Authors

• Chelsea Cameron, The Pennsylvania State University - University Park

• Youngsun Lyu, The Pennsylvania State University

• Peggy N. Van Meter, The Pennsylvania State University