Using eye-tracking technology to understand how graphic organizers aid student learning

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.