Eye Movement Analysis of Digital Learning Content for Educational Innovation

Abstract

Eye movement technology is highly valued for evaluating and improving digital learning content. In this paper, an educational innovation study of eye movement behaviors on digital learning content is presented. We proposed three new eye movement metrics to explain eye movement behaviors. In the proposed method, the digital content, which were slide-deck-like works, were classified into page categories according to the characteristics of each page. We interpreted the subjects’ eye movement behaviors on the digital slide decks. After data regularization and filtering, the results were analyzed to give directions for how to design an attractive digital learning content from the viewpoint of eye movement behaviors. The relationships between the subjects’ evaluation scores, page categories, and eye movement metrics are discussed. The results demonstrated that the proposed fixation time percentage (FTP) was a representative, strong, and stable eye movement metric to measure the subjects’ interest. Moreover, a reasonable portion of semantic content had a positive influence on the subjects’ interest.

Impact of Think-Aloud on Eye-Tracking: A Comparison of Concurrent and Retrospective Think-Aloud for Research on Decision-Making in the Game Environment

“…The next issue was to select appropriate metrics for analysis as eye-tracking offers many options [ 43 , 45 ]. Nevertheless, all are based on two basic eye movements—saccades and fixations [ 22 ].…”

“…However, eye-tracking offers many other methods, metrics, and indicators. Their right choice must be always adequate to research intentions [ 43 , 45 ]. For the purposes of this research, we designed and added one own indicator: Dwell time ratio.…”

“…People perceive information by the sensory system [ 27 ] and then they integrate and compare it with expectations and knowledge, which results in a behavioral response [ 28 ]. Therefore eye-tracking is considered a valuable tool to study the cognitive processes that accompany various human mental activities, ranging from less demanding ones such as reading [ 26 , 29 , 30 ], writing [ 31 , 32 , 33 ], and perception of images and objects [ 34 , 35 , 36 , 37 , 38 ], up to the more complex ones such as learning [ 39 , 40 , 41 , 42 , 43 , 44 , 45 ], and decision-making [ 10 , 28 , 46 , 47 , 48 ]. In the case of decision-making it was proved that the method significantly contributes to the accumulation of evidence about this process [ 28 ] and improves its understanding [ 49 ].…”

Verbalizer-visualizer preferences of engineering students: Validity and reliability

“…Several studies say that engaging in digital learning positively influences interest (X. Liu et al, 2020). Digital-based learning is believed to improve student learning outcomes (Ismiyati et al, 2022).…”

“…Figure 1. Image and Text Representative Currently, there has been a lot of development of digital and text-based learning content.Several studies say that engaging in digital learning positively influences interest (X Liu et al, 2020)…”