scholarly journals Assessing learning styles through eye tracking for e-learning applications

2021 ◽  
pp. 35-35
Author(s):  
Nahumi Nugrahaningsih ◽  
Marco Porta ◽  
Aleksandra Klasnja-Milicevic
Keyword(s):  
Learning Styles ◽  
Eye Tracking ◽  
Fixation Duration ◽  
Learning Experience ◽  
Verbal Learning ◽  
Learning Material ◽  
Eye Tracker ◽  
Gaze Behavior ◽  
First Year Students ◽  
The Right

Adapting the presentation of learning material to the specific student?s characteristics is useful to improve the overall learning experience and learning styles can play an important role to this purpose. In this paper, we investigate the possibility to distinguish between Visual and Verbal learning styles from gaze data. In an experiment involving first year students of an engineering faculty, content regarding the basics of programming was presented in both text and graphic form, and participants? gaze data was recorded by means of an eye tracker. Three metrics were selected to characterize the user?s gaze behavior, namely, percentage of fixation duration, percentage of fixations, and average fixation duration. Percentages were calculated on ten intervals into which each participant?s interaction time was subdivided, and this allowed us to perform timebased assessments. The obtained results showed a significant relation between gaze data and Visual/Verbal learning styles for an information arrangement where the same concept is presented in graphical format on the left and in text format on the right. We think that this study can provide a useful contribution to learning styles research carried out exploiting eye tracking technology, as it is characterized by unique traits that cannot be found in similar investigations.

Impact of bookshelf locations using eye-tracking methodology

2020 ◽  
Vol 41 (8/9) ◽  
pp. 617-629
Author(s):  
Sho Sato ◽  
Yukari Eto ◽  
Kotomi Iwaki ◽  
Tadashi Oyanagi ◽  
Yu Yasuma
Keyword(s):  
Eye Tracking ◽  
User Behavior ◽  
Public Library ◽  
Gaze Behavior ◽  
Content Type ◽  
User Behaviors ◽  
Significant Relationships ◽  
Vertical Location ◽  
The Right ◽  
The Impact

PurposeThis study aimed to understand better the user gaze behavior on bookshelves using eye-tracking technology.Design/methodology/approachAn eye-tracking experiment in a public library with 11 participants was performed. The impact of vertical shelf location of books on the number of times the books are looked at, the impact of horizontal location and the relationship between user behavior and location impact were examined by the findings.FindingsThe results showed that the vertical location of books has a significant impact on the number of times the books are looked at. More than 80% of the time spent looking at bookshelves was spent on books on the top to fourth rows. It was also revealed that the horizontal location of books has a little impact. Books located on the left side of shelves will be looked at significantly more often than those on the right side. No significant relationships between type of user behaviors and location impact were observed.Originality/valueThe study explored the impact of the vertical location of books on time spent looking at bookshelves using eye-tracking methodology. Few published studies do such experiments to address user gaze behavior on bookshelves. The study explored that the vertical location of books has a great impact, and horizontal location has a little impact on user gaze behavior.

Application of EEG/ERP and Eye Tracking in Underlying Mechanism of Visual Attention of Auto Dealer’s Advertisement – A Neuromarketing Research

2018 ◽  
Vol 7 (3.22) ◽  
pp. 5
Author(s):  
Norlyiana Samsuri ◽  
Faruque Reza ◽  
Tahamina Begum ◽  
Nasir Yusoff ◽  
Badrisyah Idris ◽  
...  
Keyword(s):  
Eye Tracking ◽  
Cost Effective ◽  
Underlying Mechanism ◽  
Event Related Potential ◽  
Similar Amount ◽  
Gaze Behavior ◽  
Visual Interpretation ◽  
Display Design ◽  
Scan Path ◽  
The Right

This study aims to detect the level of attention and gaze behavior on diverse display design of advertisement through the applications of Event Related Potential (ERP) and Eye Tracking. Total of 15 subjects participated in ERP, while two subjects (out of 15) participated in Eye Tracking. The N200 ERP component was recorded using 128-sensor net. The result of the ERP and gaze behavior showed consistent results that subjects were more attentive to the Vertex Reared Grouped (VRG) view compared to Vertex Frontal Grouped (VFG) view, and more attentive to the Right Lateral Grouped (RLG) view compared to Left Lateral Grouped (LLG) view in Session 1 and Session 3 respectively. Visual interpretation of scan path together with fixation duration and saccade duration of gaze behavior data revealed that VRG view and RLG view attracted more attention than its counterpart. For Session 2, the results of the ERP and gaze behavior indicated that subjects were equally attentive to the Right Lateral Singular (RLS) view and Left Lateral Singular (LLS) view. Gaze behavior showed that scan path during RLS view and LLS view indicated similar amount of gaze in both display designs. For cost-effective and limited space advertising, it is advisable that marketers prioritize display design of VRG view than its counterpart and RLG view than its counterpart. 

scholarly journals Adaptive Online Module Prototype for Learning Unified Modelling Language (UML)

2016 ◽  
Vol 6 (6) ◽  
pp. 2931 ◽  
Author(s):  
Arief Hidayat ◽  
Victor Gayuh Utomo
Keyword(s):  
Online Learning ◽  
Learning Styles ◽  
Learning Style ◽  
Verbal Learning ◽  
Unified Modeling Language ◽  
Software Systems ◽  
Learning Material ◽  
Online Module ◽  
Industry Standard ◽  
Online Learning Resources

Every student has their own learning style. Some students may prefer to read the learning material while some other students may prefer to discuss with their colleagues to help them understanding the information more effectively. One of the learning materials is Unified Modeling Language or UML. UML is an industry standard language to specify, visualize, construct, and document the artifacts of software systems. Today, many UML online learning sites are designed to give added information to students other than face-to-face interaction in the classroom. However, most of UML materials provided by the online learning resources are limited to text-based material which is suitable only for students with verbal learning styles. This research aims to identify and analyze the needs before developing a prototype of an adaptive online module. The research is also driven by the need to develop a prototype of adaptive online module that is based on the student's learning style categories in order to help students understand UML better. The result of this research is a prototype of adaptive online module which will identify students' learning styles and lead the students to learning environment that suits their learning style.

Adaptation algorithms for selecting personalised learning experience based on learning style and dyslexia type

2019 ◽  
Vol 53 (2) ◽  
pp. 189-200 ◽  
Author(s):  
Aisha Yaquob Alsobhi ◽  
Khaled Hamed Alyoubi
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Learning Experience ◽  
Assistive Technologies ◽  
Learning Systems ◽  
Learning System ◽  
Fixed Cost ◽  
Learning Material ◽  
Content Type ◽  
E Learning

PurposeThrough harnessing the benefits of the internet, e-learning systems provide flexible learning opportunities that can be delivered at a fixed cost at a time and place to suit the user. As such, e-learning systems can allow students to learn at their own pace while also being suitable for both distance and classroom-based learning activities. Adaptive educational hypermedia systems are e-learning systems that employ artificial intelligence. They deliver personalised online learning interventions that extend electronic learning experiences beyond a mere computerised book through the use of intelligence that adapts the content presented to a user according to a range of factors including individual needs, learning styles and existing knowledge. The purpose of this paper is to describe a novel adaptive e-learning system called dyslexia adaptive e-learning management system (DAELMS). For the purpose of this paper, the term DAELMS will be employed to describe the overall e-learning system that incorporates the required functionality to adapt to students’ learning styles and dyslexia type.Design/methodology/approachThe DAELMS is a complex system that will require a significant amount of time and expertise in knowledge engineering and formatting (i.e. dyslexia type, learning styles, domain knowledge) to develop. One of the most effective methods of approaching this complex task is to formalise the development of a DAELMS that can be applied to different learning styles models and education domains. Four distinct phases of development are proposed for creating the DAELMS. In this paper, we will discuss Phase 3 which is the implementation and some adaption algorithms while in future papers will discuss the other phases.FindingsAn experimental study was conducted to validate the proposed generic methodology and the architecture of the DAELMS. The system has been evaluated by group of university students studying a Computer Science related majors. The evaluation results proves that when the system provide the user with learning materials matches their learning style or dyslexia type it enhances their learning outcomes.Originality/valueThe DAELMS correlates each given dyslexia type with its associated preferred learning style and subsequently adapts the learning material presented to the student. The DAELMS represents an adaptive e-learning system that incorporates several personalisation options including navigation, structure of curriculum, presentation, guidance and assistive technologies that are designed to ensure the learning experience is directly aligned with the user's dyslexia type and associated preferred learning style.

scholarly journals Automatic, global and dynamic student modeling in a ubiquitous learning environment

2009 ◽  
pp. 18-35
Keyword(s):  
Learning Environment ◽  
Learning Styles ◽  
Student Modeling ◽  
Learning Material ◽  
Ubiquitous Learning ◽  
Student Model ◽  
Current Location ◽  
Level Problem ◽  
The Right ◽  
Ubiquitous Learning Environment

Ubiquitous learning allows students to learn at any time and any place. Adaptivity plays an important role in ubiquitous learning, aiming at providing students with adaptive and personalized learning material, activities, and information at the right place and the right time. However, for providing rich adaptivity, the student model needs to be able to gather a variety of information about the students. In this paper, an automatic, global, and dynamic student modeling approach is introduced, which aims at identifying and frequently updating information about students’ progress, learning styles, interests and knowledge level, problem solving abilities, preferences for using the system, social connectivity, and current location. This information is gathered in an automatic way, using students’ behavior and actions in different learning situations provided by different components/services of the ubiquitous learning environment. By providing a comprehensive student model, students can be supported by rich adaptivity in every component/service of the learning environment. Furthermore, the information in the student model can help in giving teachers a better understanding about the students’ learning process.

scholarly journals Product Recommendation Based on Eye Tracking Data Using Fixation Duration

2021 ◽  
Vol 5 (4) ◽  
pp. 109
Author(s):  
Juni Nurma Sari ◽  
Lukito Edi Nugroho ◽  
Paulus Insap Santosa ◽  
Ridi Ferdiana
Keyword(s):  
Eye Tracking ◽  
Collaborative Filtering ◽  
Fixation Duration ◽  
Product Information ◽  
Sensor Technology ◽  
Tracking Data ◽  
Eye Tracker ◽  
Product Recommendation ◽  
User Attention ◽  
Product Recommendations

E-commerce can be used to increase companies or sellers’ profits. For consumers, e-commerce can help them shop faster. The weakness of e-commerce is that there is too much product information presented in the catalog which in turn makes consumers confused. The solution is by providing product recommendations. As the development of sensor technology, eye tracker can capture user attention when shopping. The user attention was used as data of consumer interest in the product in the form of fixation duration following the Bojko taxonomy. The fixation duration data was processed into product purchase prediction data to know consumers’ desire to buy the products by using Chandon method. Both data could be used as variables to make product recommendations based on eye tracking data. The implementation of the product recommendations based on eye tracking data was an eye tracking experiment at selvahouse.com which sells hijab and women modest wear. The result was a list of products that have similarities to other products. The product recommendation method used was item-to-item collaborative filtering. The novelty of this research is the use of eye tracking data, namely the fixation duration and product purchase prediction data as variables for product recommendations. Product recommendation that produced by eye tracking data can be solution of product recommendation’s problems, namely sparsity and cold start.

scholarly journals Eye-Tracker Analysis of the Contrast Sensitivity of Anomalous and Normal Trichromats: A Loglinear Examination with Landolt-C Figures

2021 ◽  
Vol 11 (7) ◽  
pp. 3200
Author(s):  
László Sipos ◽  
Attila Gere ◽  
Zoltán Kókai ◽  
Ákos Nyitrai ◽  
Sándor Kovács ◽  
...  
Keyword(s):  
Survival Analysis ◽  
Contrast Sensitivity ◽  
Eye Movement ◽  
Fixation Duration ◽  
Tracking System ◽  
Eye Tracker ◽  
Significant Difference ◽  
Visit Duration ◽  
The Right ◽  
Landolt C

The contrast sensitivity of normal and anomalous trichromats were examined with Landolt-C figures by eye-tracking system. For the measurements, two series of test images (achromatic and colored) were designed. The difficulty levels of the tests were gradually increased after each right answer. In the case of the observation of the ring of the Landolt-C figures, the variables related to fixation duration, fixation count, visit duration and count significantly affected this subject, success or image parameters, and their interactions. The main questions of this study were as follows: Which statistical method is suitable to model the differences between anomalous and normal trichromats? Which eye-movement variables have a significant effect on the investigated parameters and on their interactions? Is there any significant difference between eye-movement variables of normal and anomalous trichromats? How does the survival time of anomalous and normal trichromats change in the case of achromatic and colored figures? The results showed that the right answers of anomalous and normal trichromats can be described with multiple or cross-classified contingency tables evaluated effectively by loglinear regression. The survival analysis showed that normal trichromats are more successful in interpreting colored images, while anomalous trichromats seemed to be more efficient in perceiving achromatic images.

scholarly journals Identifying learning style through eye tracking technology in adaptive learning systems

2019 ◽  
Vol 9 (5) ◽  
pp. 4408
Author(s):  
Inssaf El Guabassi ◽  
Zakaria Bousalem ◽  
Mohammed Al Achhab ◽  
Ismail Jellouli ◽  
Badr Eddine EL Mohajir
Keyword(s):  
Eye Movements ◽  
Learning Styles ◽  
Eye Tracking ◽  
Learning Style ◽  
Adaptive Learning ◽  
Good Condition ◽  
Learning Systems ◽  
Gaze Behavior ◽  
Adaptive Learning Systems ◽  
Tracking Technology

Learner learning style represents a key principle and core value of the adaptive learning systems (ALS). Moreover, understanding individual learner learning styles is a very good condition for having the best services of resource adaptation. However, the majority of the ALS, which consider learning styles, use questionnaires in order to detect it, whereas this method has a various disadvantages, For example, it is unsuitable for some kinds of respondents, time-consuming to complete, it may be misunderstood by respondent, etc. In the present paper, we propose an approach for automatically detecting learning styles in ALS based on eye tracking technology, because it represents one of the most informative characteristics of gaze behavior. The experimental results showed a high relationship among the Felder-Silverman Learning Style and the eye movements recorded whilst learning.

scholarly journals Changes in Gaze Behavior during the Learning of the Epidural Technique with a Simulator in Anesthesia Novices (Preprint)

2020 ◽  
Author(s):  
Emanuele Capogna ◽  
Francesco Salvi ◽  
Lorena Delvino ◽  
Andrea Di Giacinto ◽  
Angelica Del Vecchio ◽  
...  
Keyword(s):  
Eye Tracking ◽  
Assessment Tool ◽  
Objective Assessment ◽  
Needle Insertion ◽  
Epidural Block ◽  
Epidural Needle ◽  
Eye Tracker ◽  
Gaze Behavior ◽  
Before And After ◽  
Potential Applications

BACKGROUND Current literature demonstrates the ability of eye tracking to provide reliable quantitative data as an objective assessment tool, with potential applications to medical and surgical training to improve performance. OBJECTIVE The aim of this study was to evaluate the changes in gaze behavior in anesthesia novice trainees when performing a simulated epidural technique before and after a hands-on training on the epidural simulator. METHODS We enrolled 48 novice trainees who had never previously performed an epidural block. After a standardized learning module, each trainee practiced the epidural procedure on the epidural simulator while wearing a pair of eye tracking glasses (Tobii Pro Glasses 50 Hz wearable wireless eye tracker). After this baseline recording, each trainee spent two hours practicing with the epidural simulator and afterwards once again performed the eye tracking epidural procedure. Eye tracking metrics and epidural learning (duration of the procedure and number of attempts) before and after the simulated practice were recorded. RESULTS The duration of the epidural procedure was shorter and the number of epidural attempts reduced after the tutorial. Before the tutorial, during needle insertion. the eye tracking metrics showed more visit counts of shorter duration and after the tutorial less visit counts (P=.05) but of longer duration (P=.03). A significant correlation was observed between the number of epidural needle insertions (additional attempts) and the number (OR=2.02 (0.23-1.27; P=.008)) and duration (OR=0.65 (-0.93-0.02; P=.05)) of visits. CONCLUSIONS In novice anesthesia trainees who had never previously performed an epidural block, we observed significant changes in gaze behavior associated with increased performance during the initial phase of epidural technique learning with a simulator. These results may create a prototype for future studies on eye tracking technique as a teaching and evaluating tool in simulation. CLINICALTRIAL Not necessary

scholarly journals Learning styles preferences and e-learning experience of undergraduate dental students

2018 ◽  
Vol 47 (3) ◽  
pp. 175-182 ◽  
Author(s):  
Ana Cláudia DALMOLIN ◽  
Giselle Ariana Otto MACKEIVICZ ◽  
Márcia Thaís POCHAPSKI ◽  
Gibson Luiz PILATTI ◽  
Fábio André SANTOS
Keyword(s):  
Learning Styles ◽  
Blended Learning ◽  
Information And Communication Technologies ◽  
Learning Experience ◽  
Communication Technologies ◽  
Dental Students ◽  
Lower Percentage ◽  
Learning Material ◽  
Information And Communication ◽  
E Learning

Abstract Introduction Education in the health sciences has been undergoing profound changes due to the incorporation of information and communication technologies. Students learn through a variety of approaches, according to their learning styles. Blended learning, which combines technology-aided learning (e-learning) with traditional face-to-face teaching methods, has been found to improve learning outcomes. Objective The aims of the present study were to evaluate the learning styles of undergraduate dental students and their experience towards the use of e-learning. Material and method Two electronic questionnaires were sent to 174 students. The learning styles were determined by the Felder & Soloman Index (ILS), which evaluates the following four dimensions of learning: processing information (active-reflexive); perceiving information (sensorial-intuitive); receiving information (visual-verbal); and understanding information (sequential-global). To determine the e-learning experience we used four questions (Likert scale – five-point) which addressed the experience and the use of information and communication technologies. Result Most students presented a well-balanced style for the active-reflective (60%) and sequential-global (68%) domains. The sensing style (64%) was predominant. A lower percentage presented a global characteristic (9%). We did not find significant differences regarding the age groups (19-21 and 22-33 years) and genders (P>0.05, χ 2). However, in terms of age the difference was significant concerning websites helping in learning (P=0.0363, Mann-Whitney). Conclusion We conclude that the students do not have the same learning styles and e-learning experience. Methods such as blended learning could provide advantages when teaching undergraduate dental students.

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