Use of Eye-Tracking in Science Textbook Analysis: A Literature Review (original) (raw)
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The purpose of this study is to investigate the eye movement of students during reading contents related to the earth system part in their science textbook. Student, grade 6, 34 was selected by tests checking motivation system about science learning and patterns of behavior from among 301, was sorted according to motivation system about science learning. And their learning behavior pattern was analyzed. The results of this study show that students who are sensitive to SL-BIS(Behavioral Inhibition System about Science Learning) need more time to read the text than students who are sensitive to SL-BAS(Behavioral Activation System about Science Learning). Also, SL-BAS students spent more time to watching the illustration than SL-BIS students.
“What Are You Looking At?” an Eye Movement Exploration in Science Text Reading
International Journal of Science and Mathematics Education, 2013
The main purpose of this research was to investigate how Taiwanese grade 6 readers selected and used information from different print (main text, headings, captions) and visual elements (decorational, representational, interpretational) to comprehend a science text through tracking their eye movement behaviors. Six grade 6 students read a double page of science text written in Chinese during which their eye movements were documented and analyzed using an EyeLink 1000 eye tracker. The results suggest that illustrations received less attention than print; however, readers who had more fixations on illustrations had better comprehension. While both headings and captions were in the print category, the headings received much less attention than did the captions. The article concludes with implications for teaching science reading and suggestions for future research beyond this exploratory case study.
Journal of Innovative Science Education/Journal of innovative science education, 2023
Eye tracking has become a popular research topic worldwide because it can be used in various research fields such as health, psychology and education. This research aims to identify trend and opportunities for eye-tracking research in chemistry learning (including science and pure chemistry learning) using bibliometric methods from Google Scholar articles. VOSviewer software is used to analyze and visualize the relationship of various elements in the dataset; Pivot Tables also assist it. The research results show that the development of eye-tracking publications in the context of chemistry learning (including science and pure chemistry learning) experienced fluctuations in 2018-2023. The research results on eye tracking, if published, could penetrate reputable journals Q1-Q3, such as the Computers & Education journal, and be published by publishers such as Elsevier. Keywords that often appear in research on eye tracking in learning are "eye movements, eye tracking and virtual reality." Meanwhile, research topics on eye tracking in chemistry learning that are still little researched are related to "drawing, learning processes, stem content knowledge, visual spatial content, gaze tracking, visual problems, perceptual learning." Keywords that is still little research on eye tracking in chemistry learning can be trends and opportunities for further research and publication. Apart from that, it can also be stated together that through VOSviewer and Pivot Table analysis, important information can be found regarding eye tracking research trends in chemistry learning as well as research trend and opportunities regarding the topic of eye tracking in chemistry learning (including science and pure chemistry learning).
Eye tracking in library and information science: a literature review
Library Hi Tech
Purpose The purpose of this paper is to present a systematic literature review of the application of eye-tracking technology within the field of library and information science. Eye-tracking technology has now reached a level of maturity, which makes the use of the technology more accessible. Subsequently, a growing interest in employing eye tracking as a methodology within library and information science research must be anticipated. Design/methodology/approach The review follows the guidelines set in the Preferred Reporting Items for Systematic Reviews and Meta-Analyses recommendations. Two reference databases are searched for relevant references: Library and Information Science s and Library, Information Science and Technology Abstracts. The main selection criteria are peer-reviewed literature that describes the experimental setting, including which eye-tracking equipment was used, the number of test persons and reports on the eye-tracking measures. Furthermore, this study will r...
A review of using eye-tracking technology in exploring learning from 2000 to 2012
2013
This study aims to disclose how eye-tracking technology has been applied to studies of learning, and what eye movement measures have been used for investigations by reviewing studies that have employed the eye-tracking approach. A total of 81 papers including 113 studies were selected from the Social Sciences Citation Index database from 2000 to 2012. Content analysis showed that eye movements and learning were studied under the following seven themes: patterns of information processing, effects of instructional design, reexamination of existing theories, individual differences, effects of learning strategies, patterns of decision making, and conceptual development. As for eye-tracking measurements, the most often used indices were temporal measures, followed by count and spatial measures, although the choice of measures was often motivated by the specific research question. Research development trends show that the use of the eye-tracking method has proliferated recently. This study concludes that the eye-tracking method provides a promising channel for educational researchers to connect learning outcomes to cognitive processes.
Eye-tracking: regularities of educational information searching
2016
This work describes the results of research concerning patterns of students’ visual attention while searching answers using an educational source for a limited period of time. The eye-tracking technology was used to perform the experiment. The following aspects were found out: which part of an informational source attracts attention the most; the blind spots of the source; the differences in searching the information between humanity students and natural science students; the impact of using graphical material on execution of a task to solve. These findings may be used for creating the educational information source.
Eye-Tracking Students' Attention to PowerPoint Photographs in a Science Education Setting
Journal of Science Education and Technology, 2005
Eye-tracking technology allows for the determination of the exact location of the point of gaze of a subject's eye. This study sought to take advantage of this ability to determine how students attend to science related photographs. Pre-service science teachers were shown a PowerPoint Presentation with embedded photographs. The photographs were classified according the Pozzer and Roth (2003) classification scheme. Special focus was given to the photographs classified as complimentary, most highly integrated with the text, and decorative, the least integrated with the text. A second variable, accompanying audio narration, was integrated into the study design. Analysis indicated complimentary photographs received significantly more attention from the subjects. The effect of audio narration was to blur this distinction as students spent a greater amount of time on the given slides. Using eye-tracking technology, this study was able to confirm that students' devote more attention to highly relevant photographs.
Computers & Education, 2013
This study used eye-tracking methodology in the school setting to examine fourth graders' online processing of text and graphics while reading an illustrated science text. We were interested in identifying patterns of visual behavior, which was examined considering individual differences in reading comprehension, prior knowledge, and spatial ability. We also investigated the outcomes of learning from text by measuring free recall, factual knowledge, and transfer of knowledge. For an important advancement of research in this area, the link between processing and learning was also examined. Forty-nine 4th graders participated in a pretest, immediate, and delayed posttest design. Results of a cluster analysis using indices of firstand second-pass eye-fixation, as well as integrative saccades revealed three patterns of visual behavior varying for the level of integration of text and picture. Significant associations between eye-tracking data and reading comprehension and prior knowledge emerged. Moreover, the three patterns of visual behavior were significantly related to students' performances in the various learning tasks at both testing times. The greater integrative processing of the illustrated text was associated with higher learning performances. The significance of the study for educational implications is outlined.
2006
This pilot study investigated the capacity of eye‐gaze tracking to identify differences in problem‐solving behaviours within a group of individuals who possessed varying degrees of knowledge and expertise in three disciplines of science (biology, chemistry and physics). The six participants, all pre‐service science teachers, completed an 18‐item multiple‐choice science assessment while having their eye‐gaze tracked and recorded.
Frontiers in Psychology
This Perspective article discusses the possible contributions of eye-tracking (ET) to the field of Educational Neuroscience based on an application of this tool at schools. We sought to explore the teachers’ view of ET videos recorded while students solved mathematical problems. More than 90% of the teachers could predict with great accuracy whether the students had answered the questions correctly or not based solely on the information provided by the ET videos. Almost all participants tried to translate the students’ thoughts to understand the strategy used by the children. Our results highlight the relevance of qualitative analysis to identify the gaze strategies used by students. We propose that ET allows teachers to gain critical feedback about students’ behavior during problem-solving. Most previous studies tend to emphasize the benefits of ET applications to explore learners’ cognition. Our findings point that this system can also be useful to investigate teachers’ cognition ...