SAT Reading Analysis Using Eye-Gaze Tracking Technology and Machine Learning

Author(s):  
Andrew Howe ◽  
Phong Nguyen
Author(s):  
Kristiina Jokinen ◽  
Päivi Majaranta

In this chapter, the authors explore possibilities to use novel face and gaze tracking technology in educational applications, especially in interactive teaching agents for second language learning. They focus on non-verbal feedback that provides information about how well the speaker has understood the presented information, and how well the interaction is progressing. Such feedback is important in interactive applications in general, and in educational systems, it is effectively used to construct a shared context in which learning can take place: the teacher can use feedback signals to tailor the presentation appropriate for the student. This chapter surveys previous work, relevant technology, and future prospects for such multimodal interactive systems. It also sketches future educational systems which encourage the students to learn foreign languages in a natural and inclusive manner, via participating in interaction using natural communication strategies.


Author(s):  
Uchenna Chinyere Onyemauche ◽  
Samuel Makuochi Nkwo ◽  
Charity Elochukwu Mbanusi ◽  
Ngozi Queeneth Nwosu

Author(s):  
Pavneet Bhatia ◽  
Arun Khosla ◽  
Gajendra Singh

In past few decades, eye tracking has evolved as an emerging technology with wide areas of applications in gaming, human-computer interaction, business research, assistive technology, automatic safety research, and many more. Eye-gaze tracking is a provocative idea in computer-vision technology. This chapter includes the recent researches, expansion, and development in the technology, techniques, and its wide-ranging applications. It gives a detailed background of technology with all the efforts done in the direction to improve the tracking system.


Author(s):  
Ding Ding ◽  
Mark A Neerincx ◽  
Willem-Paul Brinkman

Abstract Virtual cognitions (VCs) are a stream of simulated thoughts people hear while emerged in a virtual environment, e.g. by hearing a simulated inner voice presented as a voice over. They can enhance people’s self-efficacy and knowledge about, for example, social interactions as previous studies have shown. Ownership and plausibility of these VCs are regarded as important for their effect, and enhancing both might, therefore, be beneficial. A potential strategy for achieving this is the synchronization of the VCs with people’s eye fixation using eye-tracking technology embedded in a head-mounted display. Hence, this paper tests this idea in the context of a pre-therapy for spider and snake phobia to examine the ability to guide people’s eye fixation. An experiment with 24 participants was conducted using a within-subjects design. Each participant was exposed to two conditions: one where the VCs were adapted to eye gaze of the participant and the other where they were not adapted, i.e. the control condition. The findings of a Bayesian analysis suggest that credibly more ownership was reported and more eye-gaze shift behaviour was observed in the eye-gaze-adapted condition than in the control condition. Compared to the alternative of no or negative mediation, the findings also give some more credibility to the hypothesis that ownership, at least partly, positively mediates the effect eye-gaze-adapted VCs have on eye-gaze shift behaviour. Only weak support was found for plausibility as a mediator. These findings help improve insight into how VCs affect people.


2009 ◽  
Vol 30 (12) ◽  
pp. 1144-1150 ◽  
Author(s):  
Diego Torricelli ◽  
Michela Goffredo ◽  
Silvia Conforto ◽  
Maurizio Schmid

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