Using Eye Tracking to Explore Differences between High and Low Map-Based Spatial Ability

Abstract In this article, we use eye-tracking technology to analyze the eye movement differences in cognitive maps between high and low level map-based spatial ability participants, revealing key factors of superior spatial ability. It is found that focusing on the perception of spatial structure information, constructing and manipulating complex images psychologically, and positioning by spatial relationship with reference objects are three key factors of superior spatial ability. Based on this, we developed the teaching strategies of geospatial ability to provide reference and suggestions for the education and evaluation of senior high school students' spatial ability.

[1]  Simone Garlandini,et al.  Evaluating the Effectiveness and Efficiency of Visual Variables for Geographic Information Visualization , 2009, COSIT.

[2]  Huei-Tse Hou,et al.  Visual attention for solving multiple-choice science problem: An eye-tracking analysis , 2012, Comput. Educ..

[3]  E. Tolman.  Cognitive maps in rats and men. , 1948, Psychological review.

[4]  Hsueh-Chih Chen,et al.  Eye tracking technology for learning and education , 2010 .

[5]  Frank Dickmann,et al.  The processing and integration of map elements during a recognition memory task is mirrored in eye-movement patterns , 2016 .

[6]  Weihua Dong,et al.  Exploring differences of visual attention in pedestrian navigation when using 2D maps and 3D geo-browsers , 2017 .

[7]  D. R. Montello,et al.  Integrating Knowledge of Vertically Aligned Large-Scale Spaces , 1993 .

[8]  Raymond W. Kulhavy,et al.  How Cognitive Maps are Learned and Remembered , 1996 .

[9]  Mariano Alcañiz Raya,et al.  Design and validation of an augmented book for spatial abilities development in engineering students , 2010, Comput. Graph..

[10]  Joseph H. Goldberg,et al.  Computer interface evaluation using eye movements: methods and constructs , 1999 .

[11]  Amy Lobben,et al.  Navigational Map Reading: Predicting Performance and Identifying Relative Influence of Map-Related Abilities , 2007 .

[12]  Daniel R. Montello,et al.  Sex-Related Differences and Similarities in Geographic and Environmental Spatial Abilities , 1999 .

[13]  Joseph H. Goldberg,et al.  Eye tracking in web search tasks: design implications , 2002, ETRA.

[14]  N. Newcombe,et al.  Turn Left at the Church, Or Three Miles North , 1986 .

[15]  R. Kitchin,et al.  Cognitive maps: What are they and why study them? , 1994 .

[16]  S. Shimojo,et al.  Gaze bias both reflects and influences preference , 2003, Nature Neuroscience.

[17]  K. Douglas,et al.  Amusia is associated with deficits in spatial processing , 2007, Nature Neuroscience.

[18]  M. Linn,et al.  Emergence and characterization of sex differences in spatial ability: a meta-analysis. , 1985, Child development.

[19]  Chih-Hung Lin,et al.  The learning benefits of using eye trackers to enhance the geospatial abilities of elementary school students , 2014, Br. J. Educ. Technol..

[20]  Michael A. Surrette,et al.  Following Informal Street Maps , 1988 .

[21]  Cindy J. Lahar,et al.  Age and Gender-Related Differences in Strategy Use for Route Information , 1998 .

[22]  M. Hegarty,et al.  A dissociation between mental rotation and perspective-taking spatial abilities , 2004 .

[23]  J. C. Malinowski,et al.  INDIVIDUAL DIFFERENCES IN PERFORMANCE ON A LARGE-SCALE, REAL-WORLD WAYFINDING TASK , 2001 .

[24]  Weihua Dong,et al.  Assessing Map-Reading Skills Using Eye Tracking and Bayesian Structural Equation Modelling , 2018, Sustainability.

[25]  Minsung Kim,et al.  Eye-Movement Analysis of Students’ Active Examination Strategy and Its Transfer in Visuospatial Representations , 2015 .

[26]  R. Golledge,et al.  Sex-related Differences in Spatial Ability: What Every Geography Educator Should Know , 1994 .

[27]  P. Maeyer,et al.  Study of the attentive behavior of novice and expert map users using eye tracking , 2014 .

[28]  Heidrun Schumann,et al.  GeoVisual analytics: interactivity, dynamics, and scale , 2016 .

[29]  Toru Ishikawa,et al.  Spatial Thinking in Geographic Information Science: Students' Geospatial Conceptions, Map-Based Reasoning, and Spatial Visualization Ability , 2016 .