How learners visually navigate concept maps: an analysis of eye movements

This research examined the eye movements of students who were instructed to use computer-based concept maps to complete an argument and identify argument-relevant information. Fifty participants were shown the same three concept maps and asked to use them to construct arguments. Fixation frequencies, durations, and sequences for nodes and links were analyzed. Eye movements were compared between participants as well as across concept maps. The results indicated that the participants actively processed nodes longer than links, and moved their gaze from one node to a connected node more often than to an unconnected node. In most cases, participants did not preferentially follow the direction indicated by the arrowhead. These findings have implications for classroom and textbook deployment of concept maps as learning resources.