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Expertise Differences in the Comprehension of Visualizations: a Meta-Analysis of Eye-Tracking Research in Professional Domains

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Abstract

This meta-analysis integrates 296 effect sizes reported in eye-tracking research on expertise differences in the comprehension of visualizations. Three theories were evaluated: Ericsson and Kintsch’s (Psychol Rev 102:211–245, 1995) theory of long-term working memory, Haider and Frensch’s (J Exp Psychol Learn Mem Cognit 25:172–190, 1999) information-reduction hypothesis, and the holistic model of image perception of Kundel et al. (Radiology 242:396–402, 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 non-experts, had shorter fixation durations, more fixations on task-relevant areas, and fewer fixations on task-redundant 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, time-on-task, 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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Notes

  1. Early research on chess masters (Chase and Simon 1973; Jongman 1968 as cited in de Groot and Gobet 1996, Chapter 4) already indicated that extended memory capacities allow experts to recognize more and larger perceptual chunks than novices. These researchers also introduced the idea that chunking at least partly involves recognition (“revisualization”; Jongman 1968) of visual material in long-term memory. Perceptual chunking now constitutes an important perceptual learning mechanism (cf. the concept of unitization, Goldstone 1998).

  2. By visualization, we mean all kinds of pictorial representations of information, including (but not limited to) pictures, graphs, diagrams, concept maps, video films, animations, and simulations.

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Acknowledgments

This research was supported in part by grants from the Academy of Finland and from the Doctoral Program for Multidisciplinary Research on Learning Environments (OPMON).

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  1. Centre for Learning Research and Department of Teacher Education, University of Turku, Assistentinkatu 7, 20014, Turku, Finland

    Andreas Gegenfurtner, Erno Lehtinen & Roger Säljö

  2. Department of Education, Communication, and Learning, University of Gothenburg, Läroverksgatan 15, 40530, Gothenburg, Sweden

    Roger Säljö

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  1. Andreas Gegenfurtner
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Correspondence to Andreas Gegenfurtner.

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References marked with an asterisk indicate studies included in the meta-analysis.

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Table 9 Eye-tracking studies of expertise differences in the comprehension of visualizations
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Gegenfurtner, A., Lehtinen, E. & Säljö, R. Expertise Differences in the Comprehension of Visualizations: a Meta-Analysis of Eye-Tracking Research in Professional Domains. Educ Psychol Rev 23, 523–552 (2011). https://doi.org/10.1007/s10648-011-9174-7

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