caa a22 4500 445329637 CHVBK 20180317142733.0 cr unu---uuuuu 170323e20111201xx s 000 0 eng 10.1007/s10648-011-9174-7 doi (NATIONALLICENCE)springer-10.1007/s10648-011-9174-7 Expertise Differences in the Comprehension of Visualizations: a Meta-Analysis of Eye-Tracking Research in Professional Domains [Elektronische Daten] [Andreas Gegenfurtner, Erno Lehtinen, Roger Säljö] This meta-analysis integrates 296 effect sizes reported in eye-tracking research on expertise differences in the comprehension of visualizations. Three theories were evaluated: Ericsson and Kintsch's (Psychol Rev 102:211-245, 1995) theory of long-term working memory, Haider and Frensch's (J Exp Psychol Learn Mem Cognit 25:172-190, 1999) information-reduction hypothesis, and the holistic model of image perception of Kundel et al. (Radiology 242:396-402, 2007). Eye movement and performance data were cumulated from 819 experts, 187 intermediates, and 893 novices. In support of the evaluated theories, experts, when compared with non-experts, had shorter fixation durations, more fixations on task-relevant areas, and fewer fixations on task-redundant areas; experts also had longer saccades and shorter times to first fixate relevant information, owing to superiority in parafoveal processing and selective attention allocation. Eye movements, reaction time, and performance accuracy were moderated by characteristics of visualization (dynamics, realism, dimensionality, modality, and text annotation), task (complexity, time-on-task, and task control), and domain (sports, medicine, transportation, other). These findings are discussed in terms of their implications for theories of visual expertise in professional domains and their significance for the design of learning environments. Springer Science+Business Media, LLC, 2011 Eye tracking nationallicence Expertise nationallicence Graphics comprehension nationallicence Long-term working memory nationallicence Information reduction nationallicence Parafoveal processing nationallicence Meta-analysis nationallicence Gegenfurtner Andreas Centre for Learning Research and Department of Teacher Education, University of Turku, Assistentinkatu 7, 20014, Turku, Finland aut Lehtinen Erno Centre for Learning Research and Department of Teacher Education, University of Turku, Assistentinkatu 7, 20014, Turku, Finland aut Säljö Roger Centre for Learning Research and Department of Teacher Education, University of Turku, Assistentinkatu 7, 20014, Turku, Finland aut Educational Psychology Review Springer US; http://www.springer-ny.com 23/4(2011-12-01), 523-552 1040-726X 23:4<523 2011 23 10648 https://doi.org/10.1007/s10648-011-9174-7 text/html Onlinezugriff via DOI 1 review-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s10648-011-9174-7 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Gegenfurtner Andreas Centre for Learning Research and Department of Teacher Education, University of Turku, Assistentinkatu 7, 20014, Turku, Finland aut NATIONALLICENCE 700 1- Lehtinen Erno Centre for Learning Research and Department of Teacher Education, University of Turku, Assistentinkatu 7, 20014, Turku, Finland aut NATIONALLICENCE 700 1- Säljö Roger Centre for Learning Research and Department of Teacher Education, University of Turku, Assistentinkatu 7, 20014, Turku, Finland aut NATIONALLICENCE 773 0- Educational Psychology Review Springer US; http://www.springer-ny.com 23/4(2011-12-01), 523-552 1040-726X 23:4<523 2011 23 10648 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer