Benjamin Strobel|Marlit Annalena Lindner|Steffani Saß|Olaf Köller
Task-irrelevant data impair processing of graph reading tasks: An eye tracking study
Leibniz Institute for Science and Mathematics Education|Leibniz Institute for Science and Mathematics Education|Leibniz Institute for Science and Mathematics Education|Leibniz Institute for Science and Mathematics Education
instruction teachers often rely prefabricated material may include irrelevant information however graphs place heavy burden cognitive system complexity suitable given task study compared bar graphs showing taskirrelevant data points taskirrelevant data series control condition using withinsubject design eye tracking methodology data analyzed using linear mixedeffects models results show taskirrelevant data significantly elevated processing time error rate cognitive load even though perceptual grouping color expected aid process taskirrelevant data series included graph effects strongest condition analyses attention distribution using eye tracking measures revealed task processing differed qualitatively conditions yielding important implications instruction