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

Linlin Luo, Kenneth A. Kiewra, Markeya S. Peteranetz, Abraham E. Flanigan

Research output: Contribution to book or proceedingChapter

10 Scopus citations

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.


Original languageAmerican English
Title of host publicationEye-Tracking Technology Applications in Educational Research
DOIs
StatePublished - 2017

Disciplines

  • Education
  • Curriculum and Instruction

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