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ERIC Number: EJ946674
Record Type: Journal
Publication Date: 2011-Dec
Pages: 30
Abstractor: As Provided
Reference Count: 117
ISBN: N/A
ISSN: ISSN-1040-726X
Expertise Differences in the Comprehension of Visualizations: A Meta-Analysis of Eye-Tracking Research in Professional Domains
Gegenfurtner, Andreas; Lehtinen, Erno; Saljo, Roger
Educational Psychology Review, v23 n4 p523-552 Dec 2011
This meta-analysis integrates 296 effect sizes reported in eye-tracking research on expertise differences in the comprehension of visualizations. Three theories were evaluated: Ericsson and Kintsch's ("Psychol Rev" 102:211-245, 1995) theory of long-term working memory, Haider and Frensch's ("J Exp Psychol Learn Mem Cognit" 25:172-190, 1999) information-reduction hypothesis, and the holistic model of image perception of Kundel et al. ("Radiology" 242:396-402, 2007). Eye movement and performance data were cumulated from 819 experts, 187 intermediates, and 893 novices. In support of the evaluated theories, experts, when compared with non-experts, had shorter fixation durations, more fixations on task-relevant areas, and fewer fixations on task-redundant areas; experts also had longer saccades and shorter times to first fixate relevant information, owing to superiority in parafoveal processing and selective attention allocation. Eye movements, reaction time, and performance accuracy were moderated by characteristics of visualization (dynamics, realism, dimensionality, modality, and text annotation), task (complexity, time-on-task, and task control), and domain (sports, medicine, transportation, other). These findings are discussed in terms of their implications for theories of visual expertise in professional domains and their significance for the design of learning environments. (Contains 9 tables and 2 footnotes.)
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Publication Type: Information Analyses; Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A