Discovering visual scanning patterns in a computerized cancellation test

Ho Chuan Huang, Tsui Ying Wang

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

The purpose of this study was to develop an attention sequential mining mechanism for investigating the sequential patterns of children's visual scanning process in a computerized cancellation test. Participants had to locate and cancel the target amongst other non-targets in a structured form, and a random form with Chinese stimuli. Twenty-three children aged between 10-12 years were recruited and took part in this experiment. Sequential pattern analysis for stimulus cancellation revealed that the structured form has a visual guiding effect producing a maximum of 18-sequence in a horizontal scanning pattern. The sequential pattern of the random form, showed no guiding effect, was vertical and yielded only 2- to 4-sequence patterns. The results demonstrated that the organization of stimulus layouts (i.e., structured or random forms) might have implicit visual guiding effects in visual scanning.

Original languageEnglish
Title of host publicationProceedings of the International Conference e-Learning 2013
Pages489-491
Number of pages3
Publication statusPublished - 2013 Oct 25
EventInternational Conference e-Learning 2013, Part of the IADIS Multi Conference on Computer Science and Information Systems 2013, MCCSIS 2013 - , Czech Republic
Duration: 2013 Jul 232013 Jul 26

Publication series

NameProceedings of the International Conference e-Learning 2013

Other

OtherInternational Conference e-Learning 2013, Part of the IADIS Multi Conference on Computer Science and Information Systems 2013, MCCSIS 2013
CountryCzech Republic
Period13-07-2313-07-26

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All Science Journal Classification (ASJC) codes

  • Health Informatics
  • Respiratory Care

Cite this

Huang, H. C., & Wang, T. Y. (2013). Discovering visual scanning patterns in a computerized cancellation test. In Proceedings of the International Conference e-Learning 2013 (pp. 489-491). (Proceedings of the International Conference e-Learning 2013).