Using eye-tracking in education: review of empirical research and technology

This study aims to provide a systematic review of recent eye-tracking studies conducted with children and adolescents in learning settings, as well as a scoping review of the technologies and machine learning approaches used for eye-tracking. To this end, 68 empirical studies containing 78 experimen...

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Bibliographic Details
Published inEducational technology research and development Vol. 72; no. 3; pp. 1383 - 1418
Main Authors Ke, Fengfeng, Liu, Ruohan, Sokolikj, Zlatko, Dahlstrom-Hakki, Ibrahim, Israel, Maya
Format Journal Article
LanguageEnglish
Published New York Springer US 01.06.2024
Springer
Springer Nature B.V
Subjects
Algorithms
Attention
Attentional bias
Authentic Learning
Cognition & reasoning
Cognitive Ability
Cognitive Processes
Computers
Education
Educational Change
Educational Environment
Educational Practices
Educational Research
Educational Technology
Emotional Response
Eye movements
Inferences
Influence of Technology
Informal Education
Information Processing
Language Acquisition
Learner Engagement
Learning and Instruction
Machine learning
Motor Reactions
Psychomotor Skills
Research Article
School environment
Teenagers
Visual Stimuli
Youth
Gaze prediction
Visual attention
Eye movement
Eye-tracking
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Summary:This study aims to provide a systematic review of recent eye-tracking studies conducted with children and adolescents in learning settings, as well as a scoping review of the technologies and machine learning approaches used for eye-tracking. To this end, 68 empirical studies containing 78 experiments were analyzed. Eye-tracking devices as well as the ever-evolving mechanisms of gaze prediction endorsed in the prior and current research were identified. The review results indicated a set of salient patterns governing the employment of eye-tracking measures and the inferred cognitive constructs in learning, along with the common practices in analyzing and presenting the eye-tracking data. Eye-tracking has been used to track engagement, learning interactions, and learning-relevant cognitive activities mainly in a research lab or a highly-controlled learning setting. The mechanisms of gaze capturing and prediction with learners in a dynamic and authentic learning environment are evolving.
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ISSN:1042-1629
1556-6501
DOI:10.1007/s11423-024-10342-4