A Literature Review Comparing Experts' and Non-Experts' Visual Processing of Graphs during Problem-Solving and Learning

• Main Authors: Verena Ruf (Author), Anna Horrer (Author), Markus Berndt (Author), Sarah Isabelle Hofer (Author), Frank Fischer (Author), Martin R. Fischer (Author), Jan M. Zottmann (Author), Jochen Kuhn (Author), Stefan Küchemann (Author)
• Format: Book
• Published: MDPI AG, 2023-02-01T00:00:00Z.
• Subjects: article
• Online Access: Connect to this object online.
• Notes: 10.3390/educsci13020216; 2227-7102
• Keywords: literature review; eye tracking; STEM education; graphical representation; expertise; Education; L
• Source: Education Sciences, Vol 13, Iss 2, p 216 (2023)

The interpretation of graphs plays a pivotal role in education because it is relevant for understanding and representing data and comprehending concepts in various domains. Accordingly, many studies examine students' gaze behavior by comparing different levels of expertise when interpreting graphs. This literature review presents an overview of 32 articles comparing the gaze behavior of experts and non-experts during problem-solving and learning with graphs up to January 2022. Most studies analyzed students' dwell time, fixation duration, and fixation count on macro- and meso-, as well as on micro-level areas of interest. Experts seemed to pay more attention to relevant parts of the graph and less to irrelevant parts of a graph, in line with the information-reduction hypothesis. Experts also made more integrative eye movements within a graph in terms of dynamic metrics. However, the determination of expertise is inconsistent. Therefore, we recommend four factors that will help to better determine expertise. This review gives an overview of evaluation strategies for different types of graphs and across various domains, which could facilitate instructing students in evaluating graphs.