Task-irrelevant data impair processing of graph reading tasks: An eye tracking study
Journal article › Research › Peer reviewed
Publication data
| By | Benjamin Strobel, Marlit Annalena Lindner, Steffani Saß, Olaf Köller |
| Original language | English |
| Published in | Learning and Instruction, 55 |
| Pages | 139-147 |
| Editor (Publisher) | Elsevier |
| ISSN | 0959-4752, 1873-3263 |
| DOI/Link | https://doi.org/10.1016/j.learninstruc.2017.10.003 |
| Publication status | Published – 06.2018 |
| Keywords | Graph comprehension , Eye tracking, Cognitive load, Linear mixed-effects models, Task processing |
For Instruction, teachers often rely on prefabricated material that may include irrelevant information. However, graphs can place a heavy burden on the cognitive system if their complexity is not suitable for a given task. In this study, we compared bar graphs showing task-irrelevant data points or task-irrelevant data series with a control condition using a within-subject design and eye tracking methodology. Data were analyzed using linear mixed-effects models. Results show that task-irrelevant data significantly elevated processing time, error rate and cognitive load. Even though perceptual grouping by color was expected to aid the process when a task-irrelevant data series was included in a graph, effects were strongest in this condition. Analyses of attention distribution using eye tracking measures revealed that task processing differed qualitatively between the conditions, yielding important implications for instruction.
