Using Eye-Tracking Technology to Understand How Graphic Organizers Aid Student Learning

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Author(s): Linlin Luo (University of Nebraska – Lincoln, USA), Kenneth A. Kiewra (University of Nebraska – Lincoln, USA), Markeya S. Peteranetz (University of Nebraska – Lincoln, USA)and Abraham E. Flanigan (University of Nebraska – Lincoln, USA)
Copyright: 2017
Pages: 19
Source title: Eye-Tracking Technology Applications in Educational Research
Source Author(s)/Editor(s): Christopher Was (Kent State University, USA), Frank Sansosti (Kent State University, USA)and Bradley Morris (Kent State University, USA)
DOI: 10.4018/978-1-5225-1005-5.ch011

Keywords: Education / Educational Technologies / Information Science Reference

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Abstract

In the past three decades, several studies have found an achievement advantage for studying graphic organizers such as a hierarchy or matrix over studying linear displays such as a text or outline (e.g., Dye, 2000; Guri-Rosenblit, 1989; Kauffman & Kiewra, 2010). However, little was learned about how students study graphic organizers and the cognitive processes involved. Recently, the advancement of eye-tracking technology has provided a means to examine how students actually study graphic organizers and the types of processing that occur. The purpose of this chapter is to explore how eye-tracking technology can be used to understand how graphic organizers aid student learning. Specifically, this chapter introduces graphic organizer research and theory, reviews recent research that used eye-tracking technology to study graphic organizers, and offers future research directions.

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Using Eye-Tracking Technology to Understand How Graphic Organizers Aid Student Learning

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