Journal Title
Title of Journal: Educ Psychol Rev
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Abbravation: Educational Psychology Review
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Authors: Andreas Gegenfurtner Erno Lehtinen Roger Säljö
Publish Date: 2011/07/26
Volume: 23, Issue: 4, Pages: 523-552
Abstract
This metaanalysis integrates 296 effect sizes reported in eyetracking research on expertise differences in the comprehension of visualizations Three theories were evaluated Ericsson and Kintsch’s Psychol Rev 102211–245 1995 theory of longterm working memory Haider and Frensch’s J Exp Psychol Learn Mem Cognit 25172–190 1999 informationreduction hypothesis and the holistic model of image perception of Kundel et al Radiology 242396–402 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 nonexperts had shorter fixation durations more fixations on taskrelevant areas and fewer fixations on taskredundant 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 timeontask 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
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