Using eye tracking to explore differences and influencing factors of map reading ability in different problem situation among high school students

Abstract

This study uses eye tracking to explore the differences in map-reading ability among high school students in the context of subject knowledge and real-life application. Unlike existing literature, which primarily emphasizes outcome-based assessments, this study integrates process- and outcome-based indicators to quantitatively evaluate high school students' map-reading abilities across different problem situations. Additionally, it comprehensively analyzes the internal and external factors influencing students' map-reading abilities and constructs a conceptual framework to illustrate the pathway through which these factors contribute to differences in performance among the students. The results reveal that in real-life scenarios, students exhibited longer reaction times, engaged in more extensive visual searches, processed information in a complex manner, and achieved low accuracy rates. However, despite these limitations, their cognitive load did not increase significantly. Furthermore, several limitations were highlighted in traditional geography education, particularly in fostering students' spatial reasoning and practical application skills. These findings contribute to the existing research on map-reading abilities, providing a new theoretical foundation and empirical support for advancements in geography education. Moreover, they can help educators better enhance students’ map-reading ability to meet diverse and complex practical needs.