Measurements of Eye Movement and Teachers’ Concentration during the Preparation of Teaching Materials (original) (raw)
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The purpose of this research is to show how wearable eye-tracking technology can be employed to assess and enhance classroom management skills by analyzing the instructors' eye movements in a university. The research also aimed to evaluate the instructors' gestures by recording with a video camera synchronized with the eye-tracking data. The findings showed that the wearable eye tracker gives informative feedback about the visual attention of the instructors. It provided meaningful data by video recordings and Retrospective Think Aloud sessions. Also, it demonstrated how the instructors interacted with classroom technology. Consequently, the wearable eye tracker and video-camera together could be used by Teaching/Learning Centers to improve instructors' classroom management skills and to observe their interaction with instructional technologies.
A new tool in teachers’ hand: Eye tracking for enhancing visual information processing
Proceedings of EDULEARN15 Conference, 2015
Visual information processing play much more important role than in the past. The next generations have skills to read and understand visualized information very fast, but they are under motivated to learn material with full of text. They need to have more and more information in visualized form; i.e., they are conditioned to learn in this way. Those students, who live in the digital world, have to get the important information in well-illustrated materials, where the information is sliced into well-defined, elementary pieces, and illustrations can show these information elements in an unequivocal way. It means for us that we have to teach students in teacher training how to prepare electronic learning materials in this modern style. They have to pay more attention on visualization of information, they have to know how to slice information into compact pieces, what kind of techniques they have for visualization, how they can use the available assets. This methodology is in the focus of teacher training. Using eye tracking for examining the results of the students' works makes the learning process faster because they can see the results and effects of the designed material almost immediately. Teacher in the 21 st century has to have many skills. They have to be familiar with their profession, in their field of science, in information technology and on many other fields. In this paper we deal with those skills that help students in teacher training to see and understand the main roles and rules of writing electronic learning materials. In this process they have to know of course the field of science that they want to speak about, but they have to be good in visualization, too, what and how they can present in the e-curricula. We can speak about e-curricula because in most cases teachers have no possibility to print these materials, their students can use them as e-documents during learning. Teachers are supposed to be capable to prepare, develop electronic learning materials, although, teacher trainings gave help to this process very rarely. In this article we would like to show one slice of this process: how we can show and demonstrate the effect of editing and formatting digital learning materials for students in teacher training. First of all, we have to speak about what kind of requirement students need in teacher training. Figure 1: Some of the fields of knowledge that teachers should be familiar with.
Title: The Use of Eye Tracking Technology in the Evaluation of e- Learning: A feasibility study
Higher Education is increasingly relying on e-learning as a means of providing students with teaching and learning resources. Almost inevitably, this means that students interact with these learning resources through the medium of the computer screen. Although there have been significant advances in the design and implementation of online resources, exactly how students interact with these resources is a relatively new field of research. In this feasibility study students were asked to interact with a virtual learning environment, i.e. Blackboard, as well as Internet based resources, i.e. Ingenta and Wikipedia. Specifically, the students were asked to find the answer to a question provided, e.g. "what is classical conditioning?"or to locate a body of research related to a given topic, e.g. "theories of forgetting". As they searched for the information the eye movements of the students were recorded using a Tobii X50 eye tracking system. The data gathered was analysed dynamically, statistically, and graphically in order to identify search patterns and "hot spots" within the online information source. It was concluded that the use of eye tracking technology can provide the designers of online learning resources with an added dimension for the evaluation of their products and should be also be considered by tutors when developing their own online learning materials.
Eye-tracking glasses for improving teacher education: the e-Teach project
Research on Education and Media, 11(1), 85-92. , 2019
This paper is about "Improvement of teaching techniques by eye tracking in technology enhanced classrooms" (e-Teach), an innovative project funded by the Erasmus Plus Programme (KA2-Strategic Partnership in the field of School Education). The project aims to study teachers' eye movements in real teaching situation using eye-tracking glasses and compares the teachers' use of digital technologies between novices and experts teaching the same school subject. The purpose of this study was to provide indicators of skill gaps between novices and experts which can be addressed appropriately with highly targeted teacher education. The first part of the paper reviews recent developments in conceptual frameworks for digital competence and in digital competence descriptors. The second part describes the project status, the methods and its phases. In conclusion, the paper gives a brief overview of initial findings of ongoing research, focusing largely on the Italian experience, and development tasks for the next project phases. The initial findings suggest that teachers valued the benefits of using digital technologies in classrooms and recognized the necessity of professional development. They also provided specific insights for the purpose of developing an online course for teacher education in four languages: English, Turkish, Italian and Lithuanian.
The Use of Eye Tracking Technology in the Evaluation of e-Learning: A feasibility study
ece.salford.ac.uk
Higher Education is increasingly relying on e-learning as a means of providing students with teaching and learning resources. Almost inevitably, this means that students interact with these learning resources through the medium of the computer screen. Although there have been significant advances in the design and implementation of online resources, exactly how students interact with these resources is a relatively new field of research. In this feasibility study students were asked to interact with a virtual learning environment, i.e. Blackboard, as well as Internet based resources, i.e. Ingenta and Wikipedia. Specifically, the students were asked to find the answer to a question provided, e.g. "what is classical conditioning?"or to locate a body of research related to a given topic, e.g. "theories of forgetting". As they searched for the information the eye movements of the students were recorded using a Tobii X50 eye tracking system. The data gathered was analysed dynamically, statistically, and graphically in order to identify search patterns and "hot spots" within the online information source. It was concluded that the use of eye tracking technology can provide the designers of online learning resources with an added dimension for the evaluation of their products and should be also be considered by tutors when developing their own online learning materials.
Eye tracking methodology for studying teacher learning: a review of the research
International Journal of Research & Method in Education, 2018
Eye tracking methodology offers insights into human attention, decisionmaking processes, and user behaviours. In the context of teacher learning, data generated from eye-tracking technology has the potential to provide important information about teachers' behavioural patterns and cognitive processes that may or may not be occurring during learning experiences. This review analyses existing studies that use eye tracking methodology for studying teacher learning. The authors accessed three different databases (ERIC, PsycNet, and EBSCOHost) for their review. An iterative process of reviewing and coding the articles led to an in-depth review of 10 recently published articles. Emergent themes resulted from the in-depth review and include information processing, multimedia learning, learning tools and resources, and expertnovice knowledge construction. The reviewed articles also highlight how eye tracking can be used to determine teachers' engagement with learning material, reading patterns, and sense-making strategies. Additional study characteristics, including context, data sources, eye tracking device and metrics were also reviewed. Results of this review shed light on how educational researchers can effectively use eye tracking methodology to investigate teacher learning at different career stages. This, in turn, can inform educational stakeholders about how to optimize learning opportunities and environments.
Evaluation of Multimedia Educational Materials Using Eye Tracking
Procedia - Social and Behavioral Sciences, 2015
In the last two decades there has been a significant technological development in all areas of society. This technological advance has been transferred to the educational area and now the use of multimedia materials and resources in the teaching and learning process is widespread. The main objective of the study presented in this article is to show the use of an innovative educational materials evaluation tool: the eye tracking technique. The use of this technique makes it possible to evaluate aspects of the format in which such materials are designed as well as aspects related to its usability. An appropriate design of multimedia materials may favour the acquisition of knowledge by pupils. Two experiments involving an eye tracking device in the data collection process were carried out in order to show the application of this evaluation technique. Two homogeneous groups were shown a presentation in which the format varies slightly. The presentations in the first experiment included images and texts as well as color combinations with different contrasts. In the second experiment, a presentation with information in black and white was compared with another in which colors are used. Once analyzed the data it is concluded that a more efficient learning occurs when information is shown using warm colors instead of pastel shades and when color is used to highlight some areas of interest in which we want the pupils to focus their attention.
An Exploratory Study to Understand the Phenomena of Eye-Tracking Technology
Technology-Enhanced Formative Assessment Practices in Higher Education, 2020
Technology has played a pivotal role in revolutionizing the formative aspects of learning and teaching in the current digital age. Due to technology, there is an expectation of having customized medicine, customized interaction, and customized formative communication instead of traditional mass reporting approaches. Formative assessment within higher education teaching and learning environments are no exception to such an approach in the 21st century digital environment. Eye-tracking technology in recent years has provided an insight to understand the human eye movements and concentration patterns, which has application in education. Eye-tracking can be used to examine the processes of individuals in their learning to establish how learning contents are delivered and perceived by all involved (e.g., teaching staff, students, and markers). This chapter proposes that critical and specific information from eye-tracking software can lead to tailored educational content to accommodate, c...
Eye-tracking Techniques and Methods-Important Trends in e-Learning Environments
The research on eye movements has spread along with advances in eye-tracking technology and psychological theory on the relationship between eye behaviour and cognitive processes. This paper examines successful methods, measurements and rules intended for investigation on how eye movements could be related to cognitive processes during learning and tasks solving. A number of opportunities and contemporary challenges are considered, facing with the implementation of eye-tracking technologies and methods in the context of education. INTRODUCTION Eye-tracking technology includes a set of methods and techniques used to discover, identify and record the activities of eye movements. Significant enhancements over the past three decades in the development of eye-tracking systems have permitted researchers to attain more precise eye-gaze measurements with a reduced amount of obtrusive technologies [9]. In order to record eye movements throughout visual interaction or use gaze-based devices f...
Procedia Computer Science, 2014
Problem Based Learning (PBL) is an educational process by which problem-solving activities and instructor's guidance facilitate learning. The PBL is suffered from the current issues in the traditional education system such as enhancing quality, reducing cost and increasing access. Virtual e-Learning (VeL) can be overcome those issues and become a major way of delivering the knowledge. The VeL is in early stage and there are many ways to enhance the effectiveness of the VeL. The establishment of the non-verbal features, which are essential elements in the education process, [1] is a one way of improving the quality of VeL. One of the non-verbal features (Eye blink) is visualized in the VeL and the affection of that non-verbal feature to the VeL is accessed in this research. The eye blink, which is an important non-verbal feature of the real student [2], is mirrored in the VeL environment. The affection of the eye blink was evaluated through an experiment with the responses of the e-Learning participants. The experiment consisted by PBL sessions with and without eye blinking. The evaluated factors of the questionnaire showed that a high rate of positive responses during the sessions with the eye blinks than the session without the eye blinks and also the difference of the mean ranks is 25%. Further, Mann-Whitney U test is utilized to analyze the responses of the students to determine whether there is a significant difference in the sessions with and without the eye blinking. It is identified that the eye blink helps to enhance the effectiveness of the group discussion significantly over the effect size value (r) of the selected factors have more than 0.62 suggested a moderate to high practical significance when they utilized the eye blinks in the VeL.