You are here:

A review of using eye-tracking technology in exploring learning from 2000 to 2012
ARTICLE

, National Chiayi University, Taiwan ; , National Taiwan University of Science and Technology, Taiwan ; , National Taiwan Normal University, Taiwan ; , National Pingtung University of Science and Technology, Taiwan ; , National Central University, Taiwan ; , National Changhua University of Education, Taiwan ; , National Sun Yat-Sen University, Taiwan ; , National Chiao Tung University, Taiwan ; , , National Taiwan University of Science and Technology, Taiwan

Educational Research Review Volume 10, Number 1, ISSN 1747-938X Publisher: Elsevier Ltd

Abstract

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.

Citation

Lai, M.L., Tsai, M.J., Yang, F.Y., Hsu, C.Y., Liu, T.C., Lee, S.W.Y., Lee, M.H., Chiou, G.L., Liang, J.C. & Tsai, C.C. (2013). A review of using eye-tracking technology in exploring learning from 2000 to 2012. Educational Research Review, 10(1), 90-115. Elsevier Ltd. Retrieved June 25, 2019 from .

This record was imported from Educational Research Review on January 29, 2019. Educational Research Review is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.edurev.2013.10.001

Keywords