Design of a Complex Process Information Visualization: A Study of Eye Tracking and its Relationship to Cognitive Learning

Abstract

Given the prevalence of visual instruction, it is important to ascertain how these visuals enable cognition particularly while having the complexity of information visualization that encompasses multiple concepts. This study was conducted with fifty female undergraduate students in a university in the central region of Saudi Arabia. It sought to understand what pattern and process a viewer’s eyes takes when viewing a complex design of instructional information visualization, and to ascertain if any correlation exists between eye movement, specifically frequent visits to an area of interest (AOI), and cognition. It builds on literature that identifies a link between patterns of viewing and thought to address whether, using new technology, evidence for such a link exists. It also builds on studies that emphasise the importance of eye tracking technology to test hypotheses concerning perceptual processing. The study employs quantitative analysis to answer the research question. The study reveals that no significant correlation exists between a participant’s eye movement and their degree of cognition associated with the material being observed. Recommendations for a further qualitative study are provided in order to clarify the relationship between eye movement, when focused on a complex design of information visualization, and cognitive uptake.

Keywords: instructional design, visual instruction, eye tracking, complex instructional information visualization