"Seeing" Data Like an Expert: An Eye-Tracking Study Using Graphical Data Representations.

Given the centrality of data visualizations in communicating scientific information, increased emphasis has been placed on the development of students' graph literacy-the ability to generate and interpret data representations-to foster understanding of domain-specific knowledge and the successful navigation of everyday life. Despite prior literature that identifies student difficulties and methods to improve graphing competencies, there is little understanding as to how learners develop these skills. To gain a better resolution of the cognitive basis by which individuals "see" graphs, this study uses eye tracking (ET) to compare the strategies of non-science undergraduates ( = 9), early ( = 7) and advanced ( = 8) biology undergraduates, graduate students ( = 6), and science faculty ( = 6) in making sense of data displays.