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Effectiveness of Perspective-Taking Support in a Visual Learning Task on the Cause of Seasonal Changes: An Eye-Tracking Approach

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Title: Effectiveness of Perspective-Taking Support in a Visual Learning Task on the Cause of Seasonal Changes: An Eye-Tracking Approach
Language: English
Authors: Seokyung Choi (ORCID 0009-0005-9984-0791), Sungman Lim (ORCID 0000-0002-6958-2913), Seongun Kim (ORCID 0000-0001-7455-6077)
Source: Journal of Baltic Science Education. 2025 24(5):843-859.
Availability: Scientia Socialis Ltd. 29 K. Donelaicio Street, LT-78115 Siauliai, Republic of Lithuania. e-mail: scientia@scientiasocialis.lt; e-mail: mail.jbse@gmail.com; Web site: http://www.scientiasocialis.lt/jbse/
Peer Reviewed: Y
Page Count: 17
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 6
Intermediate Grades
Middle Schools
Descriptors: Foreign Countries, Elementary School Students, Grade 6, Perspective Taking, Eye Movements, Illustrations, Layout (Publications), Science Education, Meteorology, Comprehension
Geographic Terms: South Korea
ISSN: 1648-3898
2538-7138
Abstract: This study examined the effectiveness of incorporating a visual element to support perspective taking in learning about the cause of seasonal changes. Participants were 44 sixth-form pupils who studied materials consisting of illustrations and explanatory texts. In the experimental group, the illustrations included a figure of an observer standing on the Korean Peninsula during summer and winter, whilst the control group viewed the same illustrations without the observer. During the task, eyetracking devices recorded gaze data, and conceptual understanding was assessed before and after learning. Results showed no significant difference in the proportion of gaze fixation on core areas of the illustrations. However, significant differences emerged in fixation transitions, fixation durations on text, gaze shifts between illustrations and text, and post-test scores of understanding. Eye-movement analyses indicated that the experimental group engaged in cyclic gaze transitions between conceptually related elements of text and illustration, whereas the control group primarily processed text before shifting attention unidirectionally to the illustrations. These findings suggest that perspective-taking elements in visual materials promote qualitatively different cognitive processing strategies and enhance conceptual understanding of astronomical phenomena such as seasonal changes.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1487052
Database: ERIC
FullText Text:
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  Data: Effectiveness of Perspective-Taking Support in a Visual Learning Task on the Cause of Seasonal Changes: An Eye-Tracking Approach
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  Data: <searchLink fieldCode="AR" term="%22Seokyung+Choi%22">Seokyung Choi</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0005-9984-0791">0009-0005-9984-0791</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sungman+Lim%22">Sungman Lim</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6958-2913">0000-0002-6958-2913</externalLink>)<br /><searchLink fieldCode="AR" term="%22Seongun+Kim%22">Seongun Kim</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7455-6077">0000-0001-7455-6077</externalLink>)
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  Data: Scientia Socialis Ltd. 29 K. Donelaicio Street, LT-78115 Siauliai, Republic of Lithuania. e-mail: scientia@scientiasocialis.lt; e-mail: mail.jbse@gmail.com; Web site: http://www.scientiasocialis.lt/jbse/
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  Data: 1648-3898<br />2538-7138
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  Label: Abstract
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  Data: This study examined the effectiveness of incorporating a visual element to support perspective taking in learning about the cause of seasonal changes. Participants were 44 sixth-form pupils who studied materials consisting of illustrations and explanatory texts. In the experimental group, the illustrations included a figure of an observer standing on the Korean Peninsula during summer and winter, whilst the control group viewed the same illustrations without the observer. During the task, eyetracking devices recorded gaze data, and conceptual understanding was assessed before and after learning. Results showed no significant difference in the proportion of gaze fixation on core areas of the illustrations. However, significant differences emerged in fixation transitions, fixation durations on text, gaze shifts between illustrations and text, and post-test scores of understanding. Eye-movement analyses indicated that the experimental group engaged in cyclic gaze transitions between conceptually related elements of text and illustration, whereas the control group primarily processed text before shifting attention unidirectionally to the illustrations. These findings suggest that perspective-taking elements in visual materials promote qualitatively different cognitive processing strategies and enhance conceptual understanding of astronomical phenomena such as seasonal changes.
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  Data: 2025
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      – Text: English
    PhysicalDescription:
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        PageCount: 17
        StartPage: 843
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Grade 6
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      – SubjectFull: Perspective Taking
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      – SubjectFull: Eye Movements
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      – SubjectFull: Illustrations
        Type: general
      – SubjectFull: Layout (Publications)
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      – SubjectFull: Science Education
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      – SubjectFull: Meteorology
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      – SubjectFull: Comprehension
        Type: general
      – SubjectFull: South Korea
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      – TitleFull: Effectiveness of Perspective-Taking Support in a Visual Learning Task on the Cause of Seasonal Changes: An Eye-Tracking Approach
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