Graphs drew visual attention away from text: proportion of dwell time on input and problem statement was significantly shorter when a graph was present¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2017 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Students looked proportionally less at the input and problem statement when a graph was present, while spending about 19% of total dwell time on the graph. → Ögren 2017
Evidence¶
Ögren 2017¶
Ögren, M., Nyström, M., & Jarodzka, H. (2017). There's more to the multimedia effect than meets the eye: is seeing pictures believing? Instructional Science, 45, 263–287. https://doi.org/10.1007/s11251-016-9397-6
q2 · i? · causal · r2
Eye-tracking AOI analysis of 36 participants randomly assigned to solve the problems with graphs (N = 20) or without (N = 16); dwell on the input and statement areas was compared across the two groups, and the 20 students with graphs spent 19.0 ± 10.2% of total time viewing the graph, taken about equally from input and statement areas. The quotient between input and statement did not differ significantly (p > 0.05).
"The proportion of total dwell time on both the input and problem statement was significantly shorter when the graph was present, according to a two sample t test (p<0:001)"
Discussion¶
Related Claims¶
- Performance was unrelated to dwell time on the graph but increased with dwell time on the problem statement — related
- Students allocated roughly equal attention to the graph and the molecular model, both above chance, while attending little to the equations — related
- Solving problems with graphs increased mental effort, shown by a higher proportion of silence in think-aloud data — related
- Picture bias: graphs made students more likely to confirm problem statements, irrespective of whether the statements were true — related
- Frequent eye transitions between graph and problem statement were marginally associated with correct answers — related
- Contrasting problems show a graph can help on one problem and harm on another: verbal data reveal both more active graph use and more shallow, confident confirmation when graphs were present — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
graph-attention-away-from-statement |
title |
Graphs drew visual attention away from text: proportion of dwell time on input and problem statement was significantly shorter when a graph was present |
description |
Graphs drew visual attention away from text: proportion of dwell time on input and problem statement was significantly shorter when a graph was present |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2017 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — ögren-2017 |
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