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Mind maps : processed as intuitively as thought? Investigating late elementary students’ eye-tracked visual behavior patterns in-depth

Emmelien Merchie (UGent) , Sofie Heirweg and Hilde Van Keer (UGent)
(2022) FRONTIERS IN PSYCHOLOGY. 13.
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Abstract
In this study, 44 late elementary students’ visual behavior patterns when reading mind maps were investigated, more particularly, the intuitive processing nature of their visual characteristics, reading sequence and presentation mode (i.e., mind map before or after text). Eye-tracked data were investigated by means of static early attention and dynamic educational process mining (EPM) analysis and combined with learning performance and retrospective interview data. All students seem to struggle with the map’s radial structure during initial reading. Also, the picture’s position in the map diverts students from consecutively reading interconnected branches. EPM analyses revealed different reading patterns in proceeding reading behavior. Students receiving a text first, seem to grasp the radial structure slightly more and show higher information integration attempts. They also attained higher free recall and coherence scores. The study concludes with instructional design principles for urgently needed explicit visual literacy instruction in elementary grades.
Keywords
eye tracking, visual behavior analysis, educational process mining, visual literacy, elementary education, TEXT-LEARNING STRATEGIES, KNOWLEDGE MAPS, COGNITIVE-PROCESSES, MOVEMENTS, MULTIMEDIA, 5TH, COMPREHENSION, ATTENTION, PICTURES, SEQUENCE

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MLA
Merchie, Emmelien, et al. “Mind Maps : Processed as Intuitively as Thought? Investigating Late Elementary Students’ Eye-Tracked Visual Behavior Patterns in-Depth.” FRONTIERS IN PSYCHOLOGY, vol. 13, 2022, doi:10.3389/fpsyg.2022.821768.
APA
Merchie, E., Heirweg, S., & Van Keer, H. (2022). Mind maps : processed as intuitively as thought? Investigating late elementary students’ eye-tracked visual behavior patterns in-depth. FRONTIERS IN PSYCHOLOGY, 13. https://doi.org/10.3389/fpsyg.2022.821768
Chicago author-date
Merchie, Emmelien, Sofie Heirweg, and Hilde Van Keer. 2022. “Mind Maps : Processed as Intuitively as Thought? Investigating Late Elementary Students’ Eye-Tracked Visual Behavior Patterns in-Depth.” FRONTIERS IN PSYCHOLOGY 13. https://doi.org/10.3389/fpsyg.2022.821768.
Chicago author-date (all authors)
Merchie, Emmelien, Sofie Heirweg, and Hilde Van Keer. 2022. “Mind Maps : Processed as Intuitively as Thought? Investigating Late Elementary Students’ Eye-Tracked Visual Behavior Patterns in-Depth.” FRONTIERS IN PSYCHOLOGY 13. doi:10.3389/fpsyg.2022.821768.
Vancouver
1.
Merchie E, Heirweg S, Van Keer H. Mind maps : processed as intuitively as thought? Investigating late elementary students’ eye-tracked visual behavior patterns in-depth. FRONTIERS IN PSYCHOLOGY. 2022;13.
IEEE
[1]
E. Merchie, S. Heirweg, and H. Van Keer, “Mind maps : processed as intuitively as thought? Investigating late elementary students’ eye-tracked visual behavior patterns in-depth,” FRONTIERS IN PSYCHOLOGY, vol. 13, 2022.
@article{8745789,
  abstract     = {{In this study, 44 late elementary students’ visual behavior patterns when reading mind maps were investigated, more particularly, the intuitive processing nature of their visual characteristics, reading sequence and presentation mode (i.e., mind map before or after text). Eye-tracked data were investigated by means of static early attention and dynamic educational process mining (EPM) analysis and combined with learning performance and retrospective interview data. All students seem to struggle with the map’s radial structure during initial reading. Also, the picture’s position in the map diverts students from consecutively reading interconnected branches. EPM analyses revealed different reading patterns in proceeding reading behavior. Students receiving a text first, seem to grasp the radial structure slightly more and show higher information integration attempts. They also attained higher free recall and coherence scores. The study concludes with instructional design principles for urgently needed explicit visual literacy instruction in elementary grades.}},
  articleno    = {{821768}},
  author       = {{Merchie, Emmelien and Heirweg, Sofie and Van Keer, Hilde}},
  issn         = {{1664-1078}},
  journal      = {{FRONTIERS IN PSYCHOLOGY}},
  keywords     = {{eye tracking,visual behavior analysis,educational process mining,visual literacy,elementary education,TEXT-LEARNING STRATEGIES,KNOWLEDGE MAPS,COGNITIVE-PROCESSES,MOVEMENTS,MULTIMEDIA,5TH,COMPREHENSION,ATTENTION,PICTURES,SEQUENCE}},
  language     = {{eng}},
  pages        = {{18}},
  title        = {{Mind maps : processed as intuitively as thought? Investigating late elementary students’ eye-tracked visual behavior patterns in-depth}},
  url          = {{http://dx.doi.org/10.3389/fpsyg.2022.821768}},
  volume       = {{13}},
  year         = {{2022}},
}
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