Journal of Eye Movement Research最新文献

This empirical pilot study explored the use of wearable eye-tracking technology to gain objective insights into interpersonal interactions, particularly in healthcare provider training. Traditional methods of understanding these interactions rely on subjective observations, but wearable tech offers a more precise, multimodal approach. This multidisciplinary study integrated counseling perspectives on therapeutic alliance with an empirically motivated wearable framework informed by prior research in clinical psychology. The aims of the study were to describe the complex data that can be achieved with wearable technology and to test our primary hypothesis that the therapeutic alliance in clinical training interactions is associated with certain behaviors consistent with stronger interpersonal engagement. One key finding was that a single multimodal feature predicted discrepancies in client versus therapist working alliance ratings (b = -4.29, 95% CI [-8.12, -0.38]), suggesting clients may have perceived highly structured interactions as less personal than therapists did. Multimodal features were more strongly associated with therapist rated working alliance, whereas linguistic analysis better captured client rated working alliance. The preliminary findings support the utility of multimodal approaches to capture clinical interactions. This technology provides valuable context for developing actionable insights without burdening instructors or learners. Findings from this study will motivate data-driven methods for providing actionable feedback to clinical trainees.

Visual search is a core component of map reading, influenced by both cartographic design and human perceptual processes. This study investigates whether the location of a target cartographic symbol-central or peripheral-can be predicted using eye-tracking data and machine learning techniques. Two datasets were analyzed, each derived from separate studies involving visual search tasks with varying map characteristics. A comprehensive set of eye movement features, including fixation duration, saccade amplitude, and gaze dispersion, were extracted and standardized. Feature selection and polynomial interaction terms were applied to enhance model performance. Twelve supervised classification algorithms were tested, including Random Forest, Gradient Boosting, and Support Vector Machines. The models were evaluated using accuracy, precision, recall, F1-score, and ROC-AUC. Results show that models trained on the first dataset achieved higher accuracy and class separation, with AdaBoost and Gradient Boosting performing best (accuracy = 0.822; ROC-AUC > 0.86). In contrast, the second dataset presented greater classification challenges, despite high recall in some models. Feature importance analysis revealed that fixation standard deviation as a proxy for gaze dispersion, particularly along the vertical axis, was the most predictive metric. These findings suggest that gaze behavior can reliably indicate the spatial focus of visual search, providing valuable insight for the development of adaptive, gaze-aware cartographic interfaces.

Smartphones have revolutionized our daily lives, becoming portable pocket computers with easy internet access. India, the second-highest smartphone and internet user, experienced a significant rise in smartphone usage between 2013 and 2024. Prolonged smartphone use, exceeding 20 min at a time, can lead to physical and mental health issues, including psychophysiological disorders. Digital devices and their extended exposure to blue light cause digital eyestrain, sleep disorders and visual-related problems. This research examines the impact of 1 h smartphone usage on visual fatigue among young Indian adults. A portable, low-cost system has been developed to measure visual activity to address this. The developed visual activity measurement system measures blink rate, inter-blink interval, and pupil diameter. Measured eye activity was recorded during 1 h smartphone usage of e-book reading, video watching, and social-media reels (short videos). Social media reels show increased screen variations, affecting pupil dilation and reducing blink rate due to continuous screen brightness and intensity changes. This reduction in blink rate and increase in inter-blink interval or pupil dilation could lead to visual fatigue.

This study utilized eye-tracking technology to explore the role of visual word segmentation cues in Tibetan reading, with a particular focus on the effects of dictionary-based and psychological word segmentation on reading and lexical recognition. The experiment employed a 2 × 3 design, comparing six conditions: normal sentences, dictionary word segmentation (spaces), psychological word segmentation (spaces), normal sentences (green), dictionary word segmentation (color alternation), and psychological word segmentation (color alternation). The results revealed that word segmentation with spaces (whether dictionary-based or psychological) significantly improved reading efficiency and lexical recognition, whereas color alternation showed no substantial facilitative effect. Psychological and dictionary word segmentation performed similarly across most metrics, though psychological segmentation slightly outperformed in specific indicators (e.g., sentence reading time and number of fixations), and dictionary word segmentation slightly outperformed in other indicators (e.g., average saccade amplitude and number of regressions). The study further suggests that Tibetan reading may involve cognitive processes at different levels, and the basic units of different levels of cognitive processes may not be consistent. These findings hold significant implications for understanding the cognitive processes involved in Tibetan reading and for optimizing the presentation of Tibetan text.

Eye movements (EMs) offer valuable insights into cognitive and perceptual processes, serving as potential biomarkers for disordered thinking. This study explores the relationship between EM indices and perception and thinking problems in the Rorschach Performance Assessment System (R-PAS). Sixty non-clinical participants underwent eye-tracking while completing the Rorschach test, focusing on variables from the Perception and Thinking Problems Domain (e.g., WSumCog, SevCog, FQo%). The results reveal that increased cognitive disturbances were associated with greater exploratory activity but reduced processing efficiency. Regression analyses highlighted the strong predictive role of cognitive variables (e.g., WSumCog) over perceptual ones (e.g., FQo%). Minimal overlap was observed between performance-based (R-PAS) and self-report measures (BSI), underscoring the need for multi-method approaches. The findings suggest that EM patterns could serve as biomarkers for early detection and intervention, offering a foundation for future research on psychotic-spectrum processes in clinical and non-clinical populations.

The aim of this study was to test the Implicit Prosody Hypothesis using a reading corpus, i.e., a text without experimental manipulation labelled with eye-tracking parameters. For this purpose, a bilingual Croatian-English reading corpus was analysed. In prosodic terms, Croatian and English are at the opposite ends of the spectrum: English is considered a time-framed language, while Croatian is a syllable-framed language. This difference served as a kind of experimental control in this study on natural reading. The results show that readers' eyes lingered more on stressed syllables than on the arrangement of stressed and unstressed syllables for both languages. This is especially pronounced for English, a language with greater differences in the duration of stressed and unstressed syllables. This study provides indirect evidence in favour of the Implicit Prosody Hypothesis, i.e., the idea that readers are guided by their inner voice with its suprasegmental features when reading silently. The differences between the languages can be traced back to the typological differences in stress in English and Croatian.

This study employs bibliometric analysis to provide a comprehensive review of eye-tracking research in the field of educational technology. The study analyzed 374 relevant papers published in 19 high-quality journals from the Web of Science core collection between 2001 and 1 June 2024. The findings reveal research trends, hot topics, and future directions in this field. The findings indicate an upward trend in the application of eye-tracking technology in educational technology, with a significant increase noted after 2014. China, the United States, Germany, and the Netherlands dominate research in this area, contributing to a substantial amount of high-quality research output. Keyword co-occurrence analysis reveals that terms such as "attention," "cognitive load," "information," and "comprehension" are currently hot topics of research. Burst keyword analysis further reveals the evolution of research trends. These trends have shifted from an initial focus on information processing and application studies to a growing emphasis on learner understanding and behavior analysis, ultimately concentrating on learning outcomes and the exploration of emerging technology applications. This study not only provides researchers in the field of educational technology with a comprehensive understanding of the current state of eye-tracking research but also points to future research directions, particularly in optimizing instructional design, enhancing learning outcomes, and exploring the applications of emerging educational technologies using eye-tracking technology.

The role of attention has been shown to be essential in second language (L2) learning. However, the impact of different learning conditions on attention and learning outcomes remains underdeveloped, particularly through the application of eye-tracking technology. This study aims to evaluate the effect of intentional learning conditions (i.e., data-driven learning) on vocabulary learning and attentional allocations. Twenty-six intermediate English L2 learners participated in the study to learn the usage of four artificial attributive adjectives in noun phrases (NPs). Learning outcomes were analysed to assess the types of knowledge developed, shedding light on the role of attention and the conscious processing of word usage. Eye-tracking data, collected using Eyelink 1000 plus, investigated gaze patterns and the allocation of attentional sources when applying the learned usage of adjectives. The results indicate that fixation stability and regression movements significantly differ under the impact of intentional learning conditions. Post-test results also indicate a shift in attention from the target adjectives to the associated nouns. These findings underscore the critical role of attention and highlight the influence of learning conditions on L2 vocabulary learning, providing practical implications and empirical validation for L2 educators and researchers aiming to enhance vocabulary instruction through intentional learning strategies.

Lifelong learning, particularly in adult education, has gained considerable attention due to rapid lifestyle changes, including pandemic-induced lockdowns. This research targets adult learners returning to higher education after gap years, emphasizing their preference for technology with clear, practical benefits. However, many still need help operating digital media. This research aims to identify best practices for sustainably providing digital scientific materials to students by examining respondents' tendencies in viewing journal article pages and scientific posters, with a focus on layout designs that include both textual and schematic elements. The research questions focus on (1) identifying the characteristics of Areas of Interest (AoI) that effectively attract learners' attention and (2) determining the preferred characteristics for each learner group. Around 110 respondents were selected during the experiments using web tracking technology. Utilizing this web-based eye-tracking tool, we propose eight activities to detect learners' perceptions of text-based learning object materials. The fact that first language significantly shapes learners' attention was confirmed by time-leap analysis and AoI distances showing they focus more on familiar elements. While adult learners exhibit deeper engagement with scientific content and sustained concentration during reading, their unique preferences toward digital learning materials result in varied focus patterns, particularly in initial interest and time spent on tasks. Thus, it is recommended that lecturers deliver digital content for adult learners in a textual format or by placing the important parts of posters in the center.

Amblyopia, a neurodevelopmental disorder, is commonly assessed through amblyopic eye visual acuity (VA) deficits, but recent studies also highlight abnormalities in the fellow eye. This study quantified binocular and fellow/dominant eye VA in individuals with amblyopia and strabismus without amblyopia and examined factors influencing these measures, including fixation eye movement (FEM) abnormalities. Identifying which subsets of patients-such as those with nystagmus, concurrent strabismus, or greater fixation instability-exhibit more pronounced deficits in binocular visual acuity and binocular summation can enhance clinical decision-making by enabling tailored interventions and aiding patient counseling. Sixty-eight amblyopic, seventeen strabismic without amblyopia, and twenty-four control subjects were assessed using an adaptive psychophysical staircase procedure and high-resolution video-oculography to evaluate FEMs and fixation instability (FI). Binocular and fellow eye VA were significantly lower in amblyopia, regardless of type or nystagmus presence, whereas binocular and dominant eye VA in strabismus without amblyopia did not differ from the controls. Despite reduced binocular acuity, amblyopic and strabismic subjects exhibited binocular summation, with binocular VA exceeding fellow/dominant eye VA. Reduced binocular VA correlated with greater fellow eye VA deficits, diminished binocular summation, and increased FI in the amblyopic eye. Fellow eye VA deficits were linked to greater amblyopic eye VA deficits, an increased degree of anisometropia, higher FI, and stronger nystagmus correlation. These findings suggest amblyopia affects both visual sensory and motor systems, impacting binocular function and fixation stability, with potential consequences for everyday visuomotor tasks like reading.