Eye-tracking in geography education research: a case study of students' strategies during an analysis of thematic maps
Abstract
As a consequence of the wide availability of GISs and the large volume of data, there has been an increase in the use of maps, thematic maps in particular, for the depiction of spatial information. Even though significant progress has been made in research into map work over the last decades, there is still a need for an investigation into the cognitive mechanisms which underlie map work, specifically the strategies used when working with maps.
Therefore, the presented study has been focused on the strategies used during an analysis of four types of thematic maps on the basis of the use of eye-tracking technology. Even though there are various methodological approaches for investigating students' strategies, it is the eye-tracking that is becoming more and more frequently used for identifying them.
The results of the experiment have helped to supplement and expand current understanding of students' process of solving tasks requiring the map analysis. It is apparent that the strategies selected when analysing maps are highly individualised.
Furthermore, they are distinguished by frequent flitting of the eyes between the individual parts of the task. On the other hand, it is apparent from the results of the eye-tracking experiment that the participants' strategy efficiency increased during the testing.
At the same time, the most frequently utilised sequence was: task instruction RIGHTWARDS ARROW map RIGHTWARDS ARROW (scale/north arrow) RIGHTWARDS ARROW (legend) RIGHTWARDS ARROW possible answers.