Does Infographics Reduce Mind Wandering and Increase Attention?
DOI:
https://doi.org/10.53840/ejpi.v12i4.264Keywords:
Eye tracking glasses, Mind Wandering, Information Processing Theory, Fixation and Gaze & Heat MapsAbstract
This study investigates the effectiveness of infographics in reducing mind wandering among learners by examining their visual attention using eye-tracking technology. Mind wandering, often associated with cognitive overload or disengagement, poses a challenge to effective learning, especially when information is presented textually. To address this, an infographic integrating headings, colour, layout, pattern, shape, and form was designed to explore its potential in sustaining attention. A qualitative case study approach was employed, involving ten graduate students aged 24 to 28 from a public university in northern Malaysia. Data were collected through methodological triangulation: semi-structured interviews as the primary data, supported by eye-tracking metrics such as scan paths and focus points for validation. The findings showed that infographics, compared to textual information with images, were more effective in maintaining attention and reducing mind wandering. Participants reported that visual cues such as arrows and structured information chunks facilitated comprehension and reduced cognitive burden. Eye-tracking data further reinforced these perspectives by demonstrating more focused and less repetitive gaze patterns when interacting with infographics. Although the sample size is limited and context-specific, the combination of qualitative insights and visual behaviour analysis provides meaningful implications for instructional design. It is suggested that educators and designers integrate visual cues, chunked information, and supportive texts in infographic designs to improve learner engagement and decrease mind wandering, especially for content-heavy topics.
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