Future eye tracking research in education should examine interacting pairs and groups, emotions, and combinations with other process measures¶

Strategy · All strategies
Evidence · 2 claims (2 for) · 1 study (1 review), q2 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

The author identifies three future trends: widening focus from individual eye movement behavior to interacting pairs and groups, since teacher-student interaction and peer influence are elementary aspects of classroom teaching; advancing understanding of the role of emotions in learning and teaching, where very little is known about the relationship between emotions and eye movements in learning contexts; and combining eye movement recordings with head, body, effector, psychophysiological, and brain activity measures.

Design Implications¶

Context¶

Requirements¶

• Analyzing simultaneous eye movement behavior of pairs or groups poses novel data analysis challenges that must be solved; multichannel data collection, analysis, and interpretation carry challenges.

Constraints¶

• Combinations of different measures potentially provide more information than eye movement data alone, but there are challenges in collecting, analyzing, and interpreting multichannel data.

Target Learners¶

• students and teachers in classroom contexts

Target Learning Goals¶

• understanding social interaction, emotional and cognitive processes underpinning learning

Claims¶

• Combining eye tracking with other process measures such as machine vision features provides useful information about student engagement [+W]
• Analyzing fluctuation of engagement over time rather than averaging on-task and off-task instances across a lecture provides novel insights into student behavior [+W]

Related Strategies¶

• Complement outcome measures with continuous process measures to assess social effects and enable adaptive pedagogical agents

Examples¶

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Key Sources¶

• Kaakinen, J. K. (2021). What Can Eye Movements Tell us about Visual Perception Processes in Classroom Contexts? Commentary on a Special Issue. Educational Psychology Review, 33, 169-179. https://doi.org/10.1007/s10648-020-09573-7