The main objective of this research is to explore the cognitive processes of expert and novice map users during the retrieval of map-related information, within varying difficulty levels (i.e., easy, moderate, hard), by using eye tracking and electroencephalogram (EEG). In this context, we present a spatial memory experiment consisting of a large number of stimuli to study the effect of task difficulty on map users’ behavior through cognitive load measurements. Next to the reaction time and success rate, we used fixation and saccade related eye tracking metrics (i.e., average fixation duration, the number of fixations per second, saccade amplitude and saccade velocity), and EEG power spectrum (i.e., event-related changes in alpha and theta frequency bands) to identify the cognitive load. While fixation metrics indicated no statistically significant difference between experts and novices, saccade metrics proved the otherwise. EEG power spectral density analysis, on the other side, suggested an increase in theta (i.e., event-related synchronization) and a decrease in alpha (except moderate tasks) (i.e., event-related desynchronization) at all difficulty levels of the task for both experts and novices, which is an indicator of cognitive load. Although no significant difference emerged between two groups, we found a significant difference in their overall performances when the participants were classified as good and relatively bad learners. Triangulating EEG results with the recorded eye tracking data and the qualitative analysis of focus maps indeed provided a detailed insight on the differences of the individuals’ cognitive processes during this spatial memory task.

The experiments described in this article combine response time measurements and eye movement data to gain insight into the users' cognitive processes while working with dynamic and interactive maps. Experts and novices participated in a user study with a ‘between user’ design. Twenty screen maps were presented in a random order to each participant, on which he had to execute a visual search. The combined information of the button actions and eye tracker reveals that both user groups showed a similar pattern in the time intervals needed to locate the subsequent names. From this pattern, information about the users' cognitive load could be derived: use of working memory, learning effect and so on. Moreover, the response times also showed that experts were significantly faster in finding the names in the map image. This is further explained by the eye movement metrics: experts had significantly shorter fixations and more fixations per second meaning that they could interpret a larger part of the map in the same amount of time. As a consequence, they could locate objects in the map image more efficiently and thus faster.

Due to recent technological progress, maps have become more popular than ever before. This is especially true for young people, who interact with these technologies on a daily basis. Therefore, it is essential that these potential map users possess sufficient knowledge and skills to process the content of cartographic products. A user study was conducted during which pupils (aged 11–18 years) and geography students (>18 years) had to solve a number of cartography questions using topographic maps. The data were analyzed statistically, taking into account a number of potentially influencing factors (user characteristics) on the participants’ results: age, gender, youth club membership, knowledge about the area, among others. The results show a rising trend in the pupils’ scores with increasing age, which can be explained by education in cartography at school. Geography students perform much better, but no influence of any other user characteristics was detected. For pupils, knowledge about the area and gender might be considered as influencing factors. However, the detected influence of gender depends on the scoring system.