scholarly journals Teachers’ Professional Vision: Teachers’ Gaze During the Act of Teaching and After the Event

2021 ◽  
Vol 6 ◽  
Author(s):  
Eva Minarikova ◽  
Zuzana Smidekova ◽  
Miroslav Janik ◽  
Kenneth Holmqvist
Keyword(s):  
Eye Movements ◽  
Eye Tracking ◽  
Video Recording ◽  
Professional Vision ◽  
Eye Tracker ◽  
Gaze Behavior ◽  
Quantitative Correlation ◽  
Novel Approach ◽  
Verbal Data ◽  
The Moment

To date most of our knowledge on professional vision has relied on verbal data or questionnaires that used classroom videos as prompts. This has been used to tell us about a teacher’s professional vision. Recently, however, new studies explore professional vision during the act of teaching through the use of mobile eye-tracking. This novel approach poses the question: how do these two “professional visions” differ? Visual attention represented by gaze was used as a proxy to studying professional vision (specifically its noticing component). To achieve this, eye-tracking as a data collection method was used. We worked with three teachers and employed eye-tracking glasses to record teacher eye movements during teaching (4 lessons per teacher; labelled as IN mode). After each lesson, we selected short clips from the lesson recorded by a static camera aimed at pupils and showed them to the same teacher (i.e., providing a similar setting as traditional studies on professional vision) while recording eye movements and gaze behavior data through a screen-based eye-tracker (labelled as ON mode). The two modes differ and due to these differences, comparison is difficult. However, by overlaying them and describing them in detail we want to highlight the exact variance observed. A comparison between IN vs ON condition in terms of dwell time on the same students in either condition was made using both quantitative (correlation) and qualitative (timeline comparison) methods. The findings suggest that the greatest differences in attention given to individual pupils occur when a pupil who was interacted with during the situation is missing from the view in the video recording. Even though individual differences are present in the patterns of gaze in IN and ON modes, the teachers in our sample consistently monitored more pupils more often in the ON mode than in the IN mode. On the other hand, the IN mode was mostly characterized by focused gaze on the pupil that the teacher interacted with in the moment with few side glances. The results aim to open a discussion about our understanding of professional vision in different contexts and about how current research may need to expand its outlook.

scholarly journals A Fast and Effective System for Analysis of Optokinetic Waveforms with a Low-Cost Eye Tracking Device

Healthcare ◽  
2020 ◽  
Vol 9 (1) ◽  
pp. 10
Author(s):  
Chong-Bin Tsai ◽  
Wei-Yu Hung ◽  
Wei-Yen Hsu
Keyword(s):  
Eye Movements ◽  
Eye Tracking ◽  
Eye Movement ◽  
Low Cost ◽  
Saccadic Eye Movements ◽  
Slow Phase ◽  
Eye Tracker ◽  
Effective System ◽  
Tracking Device ◽  
Traditional Approaches

Optokinetic nystagmus (OKN) is an involuntary eye movement induced by motion of a large proportion of the visual field. It consists of a “slow phase (SP)” with eye movements in the same direction as the movement of the pattern and a “fast phase (FP)” with saccadic eye movements in the opposite direction. Study of OKN can reveal valuable information in ophthalmology, neurology and psychology. However, the current commercially available high-resolution and research-grade eye tracker is usually expensive. Methods & Results: We developed a novel fast and effective system combined with a low-cost eye tracking device to accurately quantitatively measure OKN eye movement. Conclusions: The experimental results indicate that the proposed method achieves fast and promising results in comparisons with several traditional approaches.

scholarly journals Eye tracking in the wild: Piloting a real-life assessment paradigm for older adults

2019 ◽  
Vol 12 (1) ◽  
Author(s):  
Damaris Aschwanden ◽  
Nicolas Langer ◽  
Mathias Allemand
Keyword(s):  
Older Adults ◽  
Eye Movements ◽  
Eye Tracking ◽  
Personality Traits ◽  
Feasibility Study ◽  
Real Life ◽  
Life Assessment ◽  
Grocery Shopping ◽  
Eye Tracker ◽  
Older Individuals

Previous research showed associations between personality traits and eye movements of young adults in the laboratory. However, less is known about these associations in real life and in older age. Primarily, there seems to be no paradigm to assess eye movements of older adults in real life. The present feasibility study thus aimed to test grocery shopping as a real-life assessment paradigm with older adults. Additionally, possible links between personality traits and eye movements were explored. The sample consisted of 38 older individuals (M = 72.85 years). Participants did their grocery shopping in a supermarket while wearing an eye tracker. Three key feasibility issues were examined, that is (1) wearability of the eye tracker during grocery shopping, (2) recording, and (3) evaluation of eye movements in a real-life context. Our real-life assessment paradigm showed to be feasible to implement and acceptable to older adults. This feasibility study provides specific practical recommendations which may be useful for fu-ture studies that plan to innovatively expand the traditional methods repertoire of personality science and aging research by using eye tracking in real life.

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.

scholarly journals Is the eye-movement field confused about fixations and saccades? A survey among 124 researchers

2018 ◽  
Vol 5 (8) ◽  
pp. 180502 ◽  
Author(s):  
Roy S. Hessels ◽  
Diederick C. Niehorster ◽  
Marcus Nyström ◽  
Richard Andersson ◽  
Ignace T. C. Hooge
Keyword(s):  
Eye Movements ◽  
Eye Tracking ◽  
Coordinate System ◽  
Eye Movement ◽  
Eye Tracker ◽  
New Methods ◽  
Research Fields ◽  
Wide Range ◽  
Movement Field ◽  
Mobile Eye Tracking

Eye movements have been extensively studied in a wide range of research fields. While new methods such as mobile eye tracking and eye tracking in virtual/augmented realities are emerging quickly, the eye-movement terminology has scarcely been revised. We assert that this may cause confusion about two of the main concepts: fixations and saccades. In this study, we assessed the definitions of fixations and saccades held in the eye-movement field, by surveying 124 eye-movement researchers. These eye-movement researchers held a variety of definitions of fixations and saccades, of which the breadth seems even wider than what is reported in the literature. Moreover, these definitions did not seem to be related to researcher background or experience. We urge researchers to make their definitions more explicit by specifying all the relevant components of the eye movement under investigation: (i) the oculomotor component: e.g. whether the eye moves slow or fast; (ii) the functional component: what purposes does the eye movement (or lack thereof) serve; (iii) the coordinate system used: relative to what does the eye move; (iv) the computational definition: how is the event represented in the eye-tracker signal. This should enable eye-movement researchers from different fields to have a discussion without misunderstandings.

scholarly journals Tracking-Based Interactive Assessment of Saccades, Pursuits, Visual Field, and Contrast Sensitivity in Children With Brain Injury

2021 ◽  
Vol 15 ◽  
Author(s):  
Scott W. J. Mooney ◽  
Nazia M. Alam ◽  
Glen T. Prusky
Keyword(s):  
Eye Movements ◽  
Brain Injury ◽  
Visual Field ◽  
Contrast Sensitivity ◽  
Visual Impairments ◽  
Eye Tracker ◽  
Diverse Range ◽  
Novel Approach ◽  
Visual Tasks ◽  
Cortical Visual Impairment

Visual deficits in children that result from brain injury, including cerebral/cortical visual impairment (CVI), are difficult to assess through conventional methods due to their frequent co-occurrence with cognitive and communicative disabilities. Such impairments hence often go undiagnosed or are only determined through subjective evaluations of gaze-based reactions to different forms, colors, and movements, which limits any potential for remediation. Here, we describe a novel approach to grading visual health based on eye movements and evidence from gaze-based tracking behaviors. Our approach—the “Visual Ladder”—reduces reliance on the user’s ability to attend and communicate. The Visual Ladder produces metrics that quantify spontaneous saccades and pursuits, assess visual field responsiveness, and grade spatial visual function from tracking responses to moving stimuli. We used the Ladder to assess fourteen hospitalized children aged 3 to 18 years with a diverse range of visual impairments and causes of brain injury. Four children were excluded from analysis due to incompatibility with the eye tracker (e.g., due to severe strabismus). The remaining ten children—including five non-verbal children—were tested multiple times over periods ranging from 2 weeks to 9 months, and all produced interpretable outcomes on at least three of the five visual tasks. The results suggest that our assessment tasks are viable in non-communicative children, provided their eyes can be tracked, and hence are promising tools for use in a larger clinical study. We highlight and discuss informative outcomes exhibited by each child, including directional biases in eye movements, pathological nystagmus, visual field asymmetries, and contrast sensitivity deficits. Our findings indicate that these methodologies will enable the rapid, objective classification and grading of visual impairments in children with CVI, including non-verbal children who are currently precluded from most vision assessments. This would provide a much-needed differential diagnostic and prognostic tool for CVI and other impairments of the visual system, both ocular and cerebral.

scholarly journals Dogs accurately track a moving object on a screen and anticipate its destination

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Christoph J. Völter ◽  
Sabrina Karl ◽  
Ludwig Huber
Keyword(s):  
Eye Movements ◽  
Eye Tracking ◽  
Motion Tracking ◽  
Video Recording ◽  
Moving Object ◽  
Complex Environments ◽  
Horizontal Movement ◽  
Cognitive Research ◽  
First Time ◽  
Anticipatory Looking

AbstractThe prediction of upcoming events is of importance not only to humans and non-human primates but also to other animals that live in complex environments with lurking threats or moving prey. In this study, we examined motion tracking and anticipatory looking in dogs in two eye-tracking experiments. In Experiment 1, we presented pet dogs (N = 14) with a video depicting how two players threw a Frisbee back and forth multiple times. The horizontal movement of the Frisbee explained a substantial amount of variance of the dogs’ horizontal eye movements. With increasing duration of the video, the dogs looked at the catcher before the Frisbee arrived. In Experiment 2, we showed the dogs (N = 12) the same video recording. This time, however, we froze and rewound parts of the video to examine how the dogs would react to surprising events (i.e., the Frisbee hovering in midair and reversing its direction). The Frisbee again captured the dogs’ attention, particularly when the video was frozen and rewound for the first time. Additionally, the dogs looked faster at the catcher when the video moved forward compared to when it was rewound. We conclude that motion tracking and anticipatory looking paradigms provide promising tools for future cognitive research with canids.

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 The influence of vergence facility on binocular eye movements during reading

2019 ◽  
Vol 12 (4) ◽  
Author(s):  
Remo Poffa ◽  
Roland Joos
Keyword(s):  
Eye Movements ◽  
Eye Tracking ◽  
Reading Difficulties ◽  
Eye Tracker ◽  
Fixation Disparity ◽  
Linear Mixed Effects ◽  
Eye Movements During Reading ◽  
Distance Conditions ◽  
Reading Distance ◽  
Binocular Coordination

Optometrists regularly use binocular measurements in patients with asthenopic complaints when performing close-up work. The focus of this work was therefore on the correlation of optometric parameters and objective fixation disparity (FD) measured by an eye tracker. In our investigation, 20 participants (6 male, 14 female) were subjected to a classical optometric procedure. Subsequently, these subjects read various sentences on a screen and eye movements were registered by using a RED500 eye tracker. The experiment was performed under two reading distance conditions. In order to be comparable with previous work, the present study was conducted under dark illumination conditions (J. A. Kirkby, Blythe, Drieghe, Benson, & Liversedge, 2013). FD values were deduced from objective eye tracking data during reading. Data analysis was done using linear mixed-effects models. FD was found to depend on vergence facility (t=3.3, p=0.004). Subjects with a low vergence facility showed more eso fixation disparity than subjects with a normal vergence facility. If studies of binocular coordination using eye tracking methods are performed under dark illumination conditions, vergence facility is an important parameter and should be accounted for. Neglecting this parameter may mask other important parameters. Vergence facility in context of reading difficulties may be important.

Evaluating Eye Tracking Technology for Understanding how Medical Students Interpret a 12-Lead Electrocardiogram: A Quantitative Approach (Preprint)

2020 ◽  
Author(s):  
Mohammed Tahri Sqalli ◽  
Dena Al-Thani ◽  
Mohamed Badreldin Elshazly ◽  
‪Mohammed Al-Hijji
Keyword(s):  
Eye Movements ◽  
Medical Students ◽  
Eye Tracking ◽  
Fixation Time ◽  
Eye Tracker ◽  
Different Types ◽  
Interpretation Process ◽  
The Mean ◽  
Tracking Technology ◽  
Insight Into

BACKGROUND It is common among healthcare practitioners that accurate interpretation of a 12-lead electrocardiogram demands high levels of skill and expertise. There is a variation amongst healthcare practitioners in their ability to read ECGs accurately and quickly. Moreover, guidelines or best-practices for a standard interpretation process are inexistant. This causes a chasm between skilled interpreters and medical students who are just beginning to develop this skill. OBJECTIVE This study aims to use the eye tracking methodology to research whether eye fixation can be used to gain a deeper understanding into how medical students acquire the ECG interpretation skill. METHODS Each one of the sixteen recruited medical students was asked to interpret ten different types of 12-lead ECGs, while their eye movements were recorded using a Tobii X60 eye tracker. The device uses corneal reflection technology to non-intrusively record the interpreter’s eye movements. The frequency of sampling is 60Hz. Fixations’ heatmaps of where medical students looked at were generated from the collected dataset. A statistical analysis was conducted on the fixations’ count and duration using the Mann Whitney U test, and the Kruskal Wallis test. RESULTS A total number of 16 medical students interpreting 10 ECGs each were recorded. Each interpretation lasted for a duration of 30 seconds. The mean accuracy of the interpretations was 55.63% with a standard deviation of 4.63 %. After analyzing the average fixation duration, we find that on average students study the three lower leads (rhythm strips) the most with a top-down approach (lead II has highest fixation time (mean = 2727 ms, SD = 456) followed by leads V1 (mean = 1476 fixations, SD = 320), V5 (mean = 1301 fixations, SD = 236). We also find a strong correlation between some of the eye tracking features like the time spent fixating and the fixation count (r = 0.87). Finally, by analyzing the time to the first fixation, we understand that medical students develop a personal system of interpretation that adapts and reacts to the nature and the complexity of the diagnosis. We also find that medical students consider some leads as their guiding point towards finding a hint leading to the correct interpretation. CONCLUSIONS The use of eye tracking methodology provided a more precise insight into how medical students learn how to interpret a 12-lead ECG. CLINICALTRIAL NA

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