Task-irrelevant data impair processing of graph reading tasks: An eye tracking study. (June 2018)

• Record Type: Journal Article
• Authors: Strobel, Benjamin; Lindner, Marlit Annalena; Saß, Steffani; Köller, Olaf
• Is Part Of: Learning and instruction. Volume 55(2018)
• Page Start: 139
• Page End: 147
• Publication Date: 2018-06
• Subjects: Graph comprehension -- Task processing -- Cognitive load -- Eye tracking -- Linear mixed-effects models; Learning -- Periodicals; Teaching -- Periodicals; Apprentissage -- Périodiques; Enseignement -- Périodiques; Learning; Teaching; Periodicals; Electronic journals; 370.1
• DOI: 10.1016/j.learninstruc.2017.10.003
• Languages: English
• ISSNs: 0959-4752

Abstract

Abstract: 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. Highlights: We compared two types of task-irrelevant data: data points (DP) and data series (DS). Processing time, error rates and cognitive load were higher in DP and DS items. Effects were larger for task-irrelevant DS than for task-irrelevant DP. Eye-tracking: participants spent more time reading the task text in DS items. Instructors should consider altering graphs to display only task-relevant DS.