From Scores to Strategies: Towards Gaze-Informed Diagnostic Assessment for Visualization Literacy
This addresses the problem of understanding visualization literacy processes for educators and researchers, though it is incremental as it builds on existing gaze research.
The paper tackles the limitation of visualization literacy assessments that only measure correctness by proposing to integrate gaze metrics as process signals to reveal how readers arrive at answers, showing that gaze captures cognitive load and strategy differences that track proficiency.
Visualization literacy assessments typically rely on correctness to classify performance, providing little evidence about how readers arrive at their answers. We argue that gaze can address this gap as an implicit process signal that complements standardized tests without sacrificing their scalability. Synthesizing findings from visualization and related research, we show that gaze metrics capture cognitive load invisible to accuracy and response time, and reflect strategy differences in attention allocation that track proficiency. We propose assessments that integrate literacy scores with gaze-derived process indicators - component-level attention profiles, integration frequency, and viewing path dispersion - to distinguish fluent comprehension from labored success. This would shift literacy assessment from binary classification toward nuanced characterization of how readers navigate, integrate, and coordinate information across chart components. A roadmap identifies open challenges in empirical grounding, generalizability, assessment design, and practical feasibility.