Wandering eyes: Eye movements during mind wandering in video lectures

Zhang, Han; Miller, Kevin F.; Sun, Xin; Cortina, Kai S.

doi:10.1002/acp.3632

Cited by 40 publications

(35 citation statements)

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“…Over the past few years, an increasing number of studies have investigated the relationship between eye movements and MW (e.g., Faber et al, 2020;Frank et al, 2015;Krasich et al, 2018;Reichle et al, 2010;Steindorf & Rummel, 2020;Uzzaman & Joordens, 2011;Zhang et al, 2020), but so far little attention has been given to scanpaths. Moreover, the majority of those studies were concerned with reading comprehension, which involves quite different gaze control mechanisms (Castelhano & Rayner, 2008;Rayner et al, 2009).…”

Section: Mind-wandering and Eye Movementsmentioning

confidence: 99%

“…2)(Zhang et al, 2020; exp. 1)(Zhang et al, 2020; exp. 2Participants and Thought Probes in Published Studies Examining Gaze Patterns of Mind−wandering Note: Pupillometry studies are excluded Figure A1 The Number of Participants and Thought Probes in Published Studies Examining Gaze Pat--values from 1000 one-sample t-tests examining the difference between empirical values and values derived from random fixation sequences against 0.…”

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confidence: 99%

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Refixation Patterns of Mind-wandering during Real-world Scene Perception

Zhang,

Anderson,

Miller

2020

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Recent studies have shown that mind-wandering (MW) is associated with changes in eye movement parameters, but have not explored how MW affects the sequential pattern of eye movements involved in making sense of complex visual information. Eye movements naturally unfold over time and this process may reveal novel information about cognitive processing during MW. The current study used Recurrence Quantification Analysis (Anderson, Bischof, Laidlaw, Risko, & Kingstone, 2013) to describe the pattern of refixations (fixations directed to previously-inspected regions) during MW. Participants completed a real-world scene encoding task and responded to thought probes assessing intentional and unintentional MW. Both types of MW were associated with worse memory of the scenes. Importantly, RQA showed that scanpaths during unintentional MW were more repetitive than during on-task episodes, as indicated by a higher recurrence rate and more stereotypical fixation sequences. This increased repetitiveness suggests an adaptive response to processing failures through re-examining previous locations. Moreover, this increased repetitiveness contributed to fixations focusing on a smaller spatial scale of the stimuli. Finally, we were also able to validate several traditional measures: both intentional and unintentional MW were associated with fewer and longer fixations; Eye-blinking increased numerically during both types of MW but the difference was only significant for unintentional MW. Overall, the results advanced our understanding of how visual processing is affected during MW by highlighting the sequential aspect of eye movements.

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Section: Mind-wandering and Eye Movementsmentioning

confidence: 99%

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confidence: 99%

Refixation Patterns of Mind-wandering during Real-world Scene Perception

Zhang,

Anderson,

Miller

2020

Preprint

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“…However, these studies did not attempt to ascertain the MW that occurred in an actual learning environment. Therefore, recent researchers have used Eye Tribe, the commercialized eye tracking equipment, to detect MW when learners are watching a video lecture in order to identify the timing of the occurrence of MW in real-life situations such as video learning and have examined the features of the eye movements of participants during the MW period [1,10].…”

Section: Detecting Mw By Eye-trackingmentioning

confidence: 99%

“…Scholars are focusing on mind-wandering (MW), a kind of attentional lapse. Recent studies have demonstrated that MW is very prevalent when students watch videos [10]. Additionally, people's minds wandered frequently, no matter what they did.…”

Section: Introductionmentioning

confidence: 99%

Detecting Mind-Wandering from Eye Movement and Oculomotor Data during Learning Video Lecture

Jang¹,

Yang²,

Kim³

2020

Education Sciences

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The purpose of this study was to detect mind-wandering experienced by pre-service teachers during a video learning lecture on physics. The lecture was videotaped and consisted of a live lecture in a classroom. The lecture was about Gauss's law on physics. We investigated whether oculomotor data and eye movements could be used as a marker to indicate the learner’s mind-wandering. Each data was collected in a study in which 24 pre-service teachers (16 females and 8 males) reported mind-wandering experience through self-caught method while learning physics video lecture during 30 minutes. A Tobii Pro Spectrum (sampling rate: 300 Hz) was used to capture their eye-gaze during learning Gauss's law through a course video. After watching the video lecture, we interviewed pre-service teachers about their mind-wandering experience. We first used the self-caught method to capture the mind-wandering timing of pre-service teachers while learning from video lectures. We detected more accurate mind-wandering segments by comparing fixation duration and saccade count. We investigated two types of oculomotor data (blink count, pupil size) and nine eye movements (average peak velocity of saccades; maximum peak velocity of saccades; standard deviation of peak velocity of saccades; average amplitude of saccades; maximum amplitude of saccades; total amplitude of saccades; saccade count/s; fixation duration; fixation dispersion). The result was that the blink count could not be used as a marker for mind-wandering during learning video lectures among them (oculomotor data and eye movements), unlike previous literatures. Based on the results of this study, we identified elements that can be used as mind-wandering markers while learning from video lectures that are similar to real classes, among the oculomotor data and eye movement mentioned in previous literatures. Additionally, we found that most participants focused on past thoughts and felt unpleasant after experiencing mind-wandering through interview analysis.

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“…Second, the stimuli in Krasich et al (2018) contained a large number of human faces and other complex objects. If during MW, participants prefer to look at human faces over other stimuli (Zhang, Miller, Sun, & Cortina, 2020) and human faces happen to distribute widely across the scene, fixation dispersion may increase. Third, the stimulus presentation time (45 -75 sec) in Krasich et al (2018) was much longer compared to the current study (10 sec) and the increase in dispersion was only significant towards the end of presentation time.…”

Section: Recurrence Patternsmentioning

confidence: 99%

Mind-Wandering: What Can We Learn from Eye Movements?

Zhang¹

2020

Preprint

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Mind-wandering (MW) is ubiquitous and is associated with reduced performance across a wide range of tasks. Recent studies have shown that MW can be related to changes in gaze parameters. In this dissertation, I explored the link between eye movements and MW in three different contexts that involve complex cognitive processing: visual search, scene perception, and reading comprehension. Study 1 examined how MW affects visual search performance, particularly the ability to suppress salient but irrelevant distractors during visual search. Study 2 used a scene encoding task to study how MW affects how eye movements change over time and their relationship with scene content. Study 3 examined how MW affects readers’ ability to detect semantic incongruities in the text and make necessary revisions of their understanding as they read jokes. All three studies showed that MW was associated with decreased task performance at the behavioral level (e.g., response time, recognition, and recall). Eye-tracking further showed that these behavioral costs can be traced to deficits in specific cognitive processes. The final chapter of this dissertation explored whether there are context-independent eye movement features of MW. MW manifests itself in different ways depending on task characteristics. In tasks that require extensive sampling of the stimuli (e.g., reading and scene viewing), MW was related to a global reduction in visual processing. But this was not the case for the search task, which involved speeded, simple visual processing. MW was instead related to increased looking time on the target after it was already located. MW affects the coupling between cognitive efforts and task demands, but the nature of this decoupling depends on the specific features of particular tasks.

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Wandering eyes: Eye movements during mind wandering in video lectures

Cited by 40 publications

References 60 publications

Refixation Patterns of Mind-wandering during Real-world Scene Perception

Refixation Patterns of Mind-wandering during Real-world Scene Perception

Detecting Mind-Wandering from Eye Movement and Oculomotor Data during Learning Video Lecture

Mind-Wandering: What Can We Learn from Eye Movements?

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