Eye Movement Patterns in High- and Low-Metacognitive Learners During Visualization Construction Using a Visualization Tool

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Abstract

This study investigated eye movement patterns in high- and low-metacognitive learners during a visualization task, specifically comparing eye fixations and visual transition behavior within designated areas of interest (AOIs) in the visualization tool. Data was collected from 57 students, from which eye movement data was extracted from four high-metacognitive learners who frequently demonstrated metacognitive skills and four low-metacognitive learners who least frequently demonstrated metacognitive skills during the data visualization task. Eye-tracking analyses revealed that high-metacognitive learners exhibited focused visual attention and proper visual transitions on relevant AOIs crucial for constructing successful visualizations. In contrast, low-metacognitive learners displayed more attention on less relevant areas and exhibited complex visual transition patterns within AOIs. Implications of these findings are discussed.

Authors

• Theerapong Binali, National Taiwan Normal University

• Hsin-Yi Chang, National Taiwan Normal University

• Meng-Jung Tsai, National Taiwan Normal University