C.6 Action-Related Fixation in Microsuturing, a New Gaze Behavior Metric
                        to Differentiate the Level of Expertise

Background: Gaze behavior differences between expert and novice surgeons have been established in previous studies mainly from the general surgery field.Limited information is available about surgeon’s visual attention during microsurgery procedures where surgical microscope is used. Methods: 4 experts and 3 novices performed 37 independent sutures under the surgical microscope.Eye movements of surgeons and scene video of the surgical performance were recorded.Total suturing time and subtask times were compared between level of expertise.We defined three discrete surgical actions and examined eye gaze (fixation) directly related to each of these actions.Fixation duration (measured by total,pre-action,and post-action duration) were compared between expert and novice, over 3 subtasks (piercing, exiting and cutting) and between pre- and post-action phases. Results: Expert surgeons completed the suture with shorter total time than novices.On average,expert displayed longer fixation time than novice.Experts also maintained their visual engagement constantly over the 3 level of subtask in comparison to novices who required a longer fixation time for the challenging subtask (piercing).Experts use longer pre- than post-action fixation, and this pattern is distributed over all three subtasks.This gaze engagement strategy was not shown in novices. Conclusions: The action-related fixation can be used to evaluate microsurgeons’ level of expertise and in surgical education for gaze training.

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Eye gaze differences in school scenes between preschool children and adolescents with high-functioning autism spectrum disorder and those with typical development

BioPsychoSocial Medicine ◽

10.1186/s13030-020-00203-w ◽

2021 ◽

Vol 15 (1) ◽

Author(s):

Yuko Ishizaki ◽

Takahiro Higuchi ◽

Yoshitoki Yanagimoto ◽

Hodaka Kobayashi ◽

Atsushi Noritake ◽

...

Keyword(s):

Autism Spectrum Disorder ◽

Preschool Children ◽

Children And Adolescents ◽

Eye Gaze ◽

Autism Spectrum ◽

Typical Development ◽

Human Face ◽

Gaze Behavior ◽

Psychosomatic Symptoms ◽

Children With Asd

Abstract Background Children with autism spectrum disorder (ASD) may experience difficulty adapting to daily life in a preschool or school settings and are likely to develop psychosomatic symptoms. For a better understanding of the difficulties experienced daily by preschool children and adolescents with ASD, this study investigated differences in eye gaze behavior in the classroom environment between children with ASD and those with typical development (TD). Methods The study evaluated 30 children with ASD and 49 children with TD. Participants were presented with images of a human face and a classroom scene. While they gazed at specific regions of visual stimuli, eye tracking with an iView X system was used to evaluate and compare the duration of gaze time between the two groups. Results Compared with preschool children with TD, preschool children with ASD spent less time gazing at the eyes of the human face and the object at which the teacher pointed in the classroom image. Preschool children with TD who had no classroom experience tended to look at the object the teacher pointed at in the classroom image. Conclusion Children with ASD did not look at the human eyes in the facial image or the object pointed at in the classroom image, which may indicate their inability to analyze situations, understand instruction in a classroom, or act appropriately in a group. This suggests that this gaze behavior of children with ASD causes social maladaptation and psychosomatic symptoms. A therapeutic approach that focuses on joint attention is desirable for improving the ability of children with ASD to adapt to their social environment.

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Analysis of hand motion differentiates expert and novice surgeons

Journal of Surgical Research ◽

10.1016/j.jss.2013.12.009 ◽

2014 ◽

Vol 188 (1) ◽

pp. 8-13 ◽

Cited By ~ 43

Author(s):

Munenori Uemura ◽

Morimasa Tomikawa ◽

Ryuichi Kumashiro ◽

Tiejun Miao ◽

Ryota Souzaki ◽

...

Keyword(s):

Hand Motion ◽

Expert And Novice ◽

Novice Surgeons

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Developmental Changes in Gaze Behavior and the Effects of Auditory Emotion Word Priming in Emotional Face Categorization

Multisensory Research ◽

10.1163/22134808-bja10063 ◽

2021 ◽

pp. 1-21

Author(s):

Michael Vesker ◽

Daniela Bahn ◽

Christina Kauschke ◽

Gudrun Schwarzer

Keyword(s):

Facial Expressions ◽

Response Times ◽

Age Groups ◽

Fixation Time ◽

Eye Tracker ◽

Gaze Behavior ◽

Older Children ◽

Emotion Word ◽

Visual Encoding ◽

Face Categorization

Abstract Social interactions often require the simultaneous processing of emotions from facial expressions and speech. However, the development of the gaze behavior used for emotion recognition, and the effects of speech perception on the visual encoding of facial expressions is less understood. We therefore conducted a word-primed face categorization experiment, where participants from multiple age groups (six-year-olds, 12-year-olds, and adults) categorized target facial expressions as positive or negative after priming with valence-congruent or -incongruent auditory emotion words, or no words at all. We recorded our participants’ gaze behavior during this task using an eye-tracker, and analyzed the data with respect to the fixation time toward the eyes and mouth regions of faces, as well as the time until participants made the first fixation within those regions (time to first fixation, TTFF). We found that the six-year-olds showed significantly higher accuracy in categorizing congruently primed faces compared to the other conditions. The six-year-olds also showed faster response times, shorter total fixation durations, and faster TTFF measures in all primed trials, regardless of congruency, as compared to unprimed trials. We also found that while adults looked first, and longer, at the eyes as compared to the mouth regions of target faces, children did not exhibit this gaze behavior. Our results thus indicate that young children are more sensitive than adults or older children to auditory emotion word primes during the perception of emotional faces, and that the distribution of gaze across the regions of the face changes significantly from childhood to adulthood.

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Does visual framing drive eye gaze behavior? The effects of visual framing of athletes in an increasingly visual social media world

Media Psychology ◽

10.1080/15213269.2020.1765810 ◽

2020 ◽

pp. 1-18

Author(s):

Lauren Reichart Smith ◽

Galen Clavio ◽

Annie Lang

Keyword(s):

Social Media ◽

Eye Gaze ◽

Gaze Behavior ◽

Visual Framing

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Evaluations That Matter: Customer Preferences Using Industry-Based Evaluations and Eye-Gaze Data

Volume 7: 28th International Conference on Design Theory and Methodology ◽

10.1115/detc2016-60293 ◽

2016 ◽

Cited By ~ 3

Author(s):

Priya Seshadri ◽

Youyi Bi ◽

Jaykishan Bhatia ◽

Ross Simons ◽

Jeffrey Hartley ◽

...

Keyword(s):

Eye Tracking ◽

Facial Expressions ◽

Research Program ◽

Galvanic Skin Response ◽

Eye Gaze ◽

Fixation Time ◽

Customer Preferences ◽

Skin Response ◽

Stimulus Format ◽

2D And 3D

This study is the first stage of a research program aimed at understanding differences in how people process 2D and 3D automotive stimuli, using psychophysiological tools such as galvanic skin response (GSR), eye tracking, electroencephalography (EEG), and facial expressions coding, along with respondent ratings. The current study uses just one measure, eye tracking, and one stimulus format, 2D realistic renderings of vehicles, to reveal where people expect to find information about brand and other industry-relevant topics, such as sportiness. The eye-gaze data showed differences in the percentage of fixation time that people spent on different views of cars while evaluating the “Brand” and the degree to which they looked “Sporty/Conservative”, “Calm/Exciting”, and “Basic/Luxurious”. The results of this work can give designers insights on where they can invest their design efforts when considering brand and styling cues.

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Eye contact enhances interpersonal motor resonance: comparing video stimuli to a live two-person action context

Social Cognitive and Affective Neuroscience ◽

10.1093/scan/nsz064 ◽

2019 ◽

Vol 14 (9) ◽

pp. 967-976 ◽

Cited By ~ 9

Author(s):

Jellina Prinsen ◽

Kaat Alaerts

Keyword(s):

Visual Attention ◽

Primary Motor Cortex ◽

Ecological Validity ◽

Eye Gaze ◽

Eye Contact ◽

Social Responsiveness ◽

Gaze Behavior ◽

Motor Resonance ◽

Action Context

Abstract Previous research has shown a link between eye contact and interpersonal motor resonance, indicating that the mirroring of observed movements is enhanced when accompanied with mutual eye contact between actor and observer. Here, we further explored the role of eye contact within a naturalistic two-person action context. Twenty-two participants observed simple hand movements combined with direct or averted gaze presented via a live model in a two-person setting or via video recordings, while transcranial magnetic stimulation was applied over the primary motor cortex (M1) to measure changes in M1 excitability. Skin conductance responses and gaze behavior were also measured to investigate the role of arousal and visual attention herein. Eye contact significantly enhanced excitability of the observer’s M1 during movement observation within a two-person setting. Notably, participants with higher social responsiveness (Social Communication subscale of the Social Responsiveness Scale) displayed a more pronounced modulation of M1 excitability by eye gaze. Gaze-related modulations in M1 excitability were, however, not associated with differences in visual attention or autonomic arousal. In summary, the current study highlights the effectiveness and feasibility of adopting paradigms with high ecological validity for studying the modulation of mirror system processes by subtle social cues, such as eye gaze.

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EYE GAZE AND PRODUCTION ACCURACY PREDICT ENGLISH L2 SPEAKERS’ MORPHOSYNTACTIC LEARNING

Studies in Second Language Acquisition ◽

10.1017/s0272263116000395 ◽

2016 ◽

Vol 39 (4) ◽

pp. 851-868 ◽

Cited By ~ 2

Author(s):

Kim McDonough ◽

Pavel Trofimovich ◽

Phung Dao ◽

Alexandre Dion

Keyword(s):

Second Language ◽

Test Performance ◽

Eye Gaze ◽

Learning Activities ◽

Learning Activity ◽

Pattern Learning ◽

Gaze Behavior ◽

Target Pattern ◽

English Students ◽

The Relationship

This study investigated the relationship between second language (L2) speakers’ success in learning a new morphosyntactic pattern and characteristics of one-on-one learning activities, including opportunities to comprehend and produce the target pattern, receive feedback from an interlocutor, and attend to the meaning of the pattern through self- and interlocutor-initiated eye-gaze behaviors. L2 English students (N = 48) were exposed to the transitive construction in Esperanto (e.g., filino mordas pomon [SVO] or pomon mordas filino [OVS] “girl bites apple”) through comprehension and production activities with an interlocutor, receiving feedback in the form of recasts for their Esperanto errors. The L2 speakers’ interpretation and production of Esperanto transitives were then tested using known and novel lexical items. The results indicated that OVS test performance was predicted by the duration of self-initiated eye gaze to images illustrating the OVS pattern during the comprehension learning activity and by accurate production of OVS sentences during the production learning activity. The findings suggest important roles for eye-gaze behavior and production opportunities in L2 pattern learning.

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