Price–quantity graphs are often used to visualize the supply-demand interplay. Interacting with dynamic graphs could increase interest in their content and thus enhance the learning process. Using eye tracking, the authors investigated how economic education students learned with static and dynamic graphs by analyzing their gaze behavior in a laboratory setting as they solved single-choice learning tasks involving price–quantity graphs. They found that the students’ mean performance was higher on tasks using dynamic graphs than on those using static graphs. Students’ prior knowledge, attitude toward economic models, and total fixation duration predicted performance on graph-based exercises, whereas graph type did not. The results suggest that dynamic graphs might support knowledge retrieval better than static graphs in a learning environment for economic education.
Mayer et al. (Sat,) studied this question.