Investigation of the influences of instructors and different media on learning attention with a wearable eye-tracking system in the physical classrooms

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Computer Assisted Learning Pub Date : 2024-05-29 DOI:10.1111/jcal.13023

Thao Pham, Wu-Yuin Hwang, Xuan-Lam Pham

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Abstract

Background

Examining student attention in physical classrooms is crucial, but it faces challenges due to the lack of accurate monitoring. Constraints posed by device limitations and the design of educational materials impede the integration of eye-tracking technology in these settings.

Objectives

This study aims to (1) develop a wearable eye-tracking system specifically designed to monitor students' eye movements and gaze points on the projector screen within a physical classroom setting; (2) explore the impact of instructor gestures (by compare live instruction by an instructor and video-recorded instruction) on student attention and examine the effectiveness of directing students' attention from text to image through instructor intervention.

Methods

An innovative wearable eye-tracking system was developed to monitor learners' eye movements within the physical classroom. Twenty-five students participated in the experiment, which included two approaches: classroom lectured by the instructor and by a video presentation.

Results and Conclusions

The results indicate that participants exhibit a stronger inclination to allocate additional time to text content than image content when receiving instruction through video presentations with a laser pointer in the physical classroom. This tendency can be attributed to the participants' requirement for longer reading and comprehension time in the absence of an instructor. Additionally, the instructor's gestures and body movements significantly impacted participants' fixation on text slides compared to the image slides. The heatmap analyses support these findings and further indicate that participants focus on the instructor's face rather than other body parts.

Takeaways

The wearable eye-tracking technology developed in this study holds promise for future educational research, offering further exploration and analysis opportunities.

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利用可穿戴眼球跟踪系统调查物理教室中教师和不同媒体对学习注意力的影响

背景在物理教室中检查学生的注意力至关重要，但由于缺乏准确的监测，这项工作面临着挑战。设备的局限性和教材的设计阻碍了眼动跟踪技术在这些环境中的应用。本研究旨在：（1）开发一种可穿戴眼动跟踪系统，专门用于在物理教室环境中监测学生的眼动和投影仪屏幕上的注视点；（2）探索教师手势（通过比较教师的现场教学和视频录像教学）对学生注意力的影响，并研究通过教师干预将学生的注意力从文字引导到图像的有效性。方法开发了一种创新的可穿戴眼动跟踪系统，用于在物理教室中监测学习者的眼动。25名学生参加了实验，实验包括两种方法：教师课堂讲授和视频演示。结果与结论结果表明，在物理教室中通过激光笔进行视频演示接受教学时，学员表现出更强的倾向性，即分配更多时间给文字内容，而不是图像内容。这种倾向可归因于学员在没有教师的情况下需要更长的阅读和理解时间。此外，与图像幻灯片相比，讲师的手势和肢体动作也会显著影响学员对文本幻灯片的固定。本研究开发的可穿戴眼动跟踪技术为未来的教育研究带来了希望，提供了进一步探索和分析的机会。

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来源期刊

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope