Investigation of the influences of instructors and different media on learning attention with a wearable eye-tracking system in the physical classrooms
{"title":"Investigation of the influences of instructors and different media on learning attention with a wearable eye-tracking system in the physical classrooms","authors":"Thao Pham, Wu-Yuin Hwang, Xuan-Lam Pham","doi":"10.1111/jcal.13023","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Background</h3>\n \n <p>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.</p>\n </section>\n \n <section>\n \n <h3> Objectives</h3>\n \n <p>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.</p>\n </section>\n \n <section>\n \n <h3> Methods</h3>\n \n <p>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.</p>\n </section>\n \n <section>\n \n <h3> Results and Conclusions</h3>\n \n <p>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.</p>\n </section>\n \n <section>\n \n <h3> Takeaways</h3>\n \n <p>The wearable eye-tracking technology developed in this study holds promise for future educational research, offering further exploration and analysis opportunities.</p>\n </section>\n </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":null,"pages":null},"PeriodicalIF":5.1000,"publicationDate":"2024-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Computer Assisted Learning","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/jcal.13023","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
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.
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