Towards a systematic understanding of graphical cues in communication through statistical graphs

Efficacy of information extraction from bar, line, circular, bubble and radar graphs

With the emergence of enormous amounts of data, numerous ways to visualize such data have been used. Bar, circular, line, radar and bubble graphs that are ubiquitous were investigated for their effectiveness. Fourteen participants performed four types of evaluations: between categories (cities), within categories (transport modes within a city), all categories, and a direct reading within a category from a graph. The representations were presented in random order and participants were asked to respond to sixteen questions to the best of their ability after visually scanning the related graph. There were two trials on two separate days for each participant. Eye movements were recorded using an eye tracker. Bar and line graphs show superiority over circular and radial graphs in effectiveness, efficiency, and perceived ease of use primarily due to eye saccades. The radar graph had the worst performance. "Vibration-type" fill pattern could be improved by adding colors and symbolic fills. Design guidelines are proposed for the effective representation of data so that the presentation and communication of information are effective.

First understand the context and then look at the graph - the effect of attentional guidance on cognitive linear graph processing?

PURPOSE

Many studies have investigated the effect of signaling on graph processing, but not the effect of a question's timing as attentional guidance (AG). We investigated how the AG, task level, and visual load affect graph processing, among university students.

DESIGN

We developed a graph processing task. The AG process created by displaying the question before the graph was displayed. We used behavioral measures and observation duration of eye movements to evaluate graph processing.

FINDINGS

AG has more significant impact on graph processing than the cognitive load of the graph. This means that understanding the context before looking at the graph is important to graph processing. In addition, AG influencing was seen mainly in process duration, rather than on decision-making accuracy.

ORIGINALITY

The results have important implications both for teachers and students how to develop interpretations of visual information into CONCLUSIONS: These results are discussed broadly in the article.