scholarly journals Detecting Mind-Wandering from Eye Movement and Oculomotor Data during Learning Video Lecture

2020 ◽  
Vol 10 (3) ◽  
pp. 51
Author(s):  
DongMin Jang ◽  
IlHo Yang ◽  
SeoungUn Kim
Keyword(s):  
Eye Movements ◽  
Eye Movement ◽  
Fixation Duration ◽  
Peak Velocity ◽  
Eye Gaze ◽  
Sampling Rate ◽  
Maximum Amplitude ◽  
Mind Wandering ◽  
Video Lecture ◽  
Video Lectures

The purpose of this study was to detect mind-wandering experienced by pre-service teachers during a video learning lecture on physics. The lecture was videotaped and consisted of a live lecture in a classroom. The lecture was about Gauss's law on physics. We investigated whether oculomotor data and eye movements could be used as a marker to indicate the learner’s mind-wandering. Each data was collected in a study in which 24 pre-service teachers (16 females and 8 males) reported mind-wandering experience through self-caught method while learning physics video lecture during 30 minutes. A Tobii Pro Spectrum (sampling rate: 300 Hz) was used to capture their eye-gaze during learning Gauss's law through a course video. After watching the video lecture, we interviewed pre-service teachers about their mind-wandering experience. We first used the self-caught method to capture the mind-wandering timing of pre-service teachers while learning from video lectures. We detected more accurate mind-wandering segments by comparing fixation duration and saccade count. We investigated two types of oculomotor data (blink count, pupil size) and nine eye movements (average peak velocity of saccades; maximum peak velocity of saccades; standard deviation of peak velocity of saccades; average amplitude of saccades; maximum amplitude of saccades; total amplitude of saccades; saccade count/s; fixation duration; fixation dispersion). The result was that the blink count could not be used as a marker for mind-wandering during learning video lectures among them (oculomotor data and eye movements), unlike previous literatures. Based on the results of this study, we identified elements that can be used as mind-wandering markers while learning from video lectures that are similar to real classes, among the oculomotor data and eye movement mentioned in previous literatures. Additionally, we found that most participants focused on past thoughts and felt unpleasant after experiencing mind-wandering through interview analysis.

scholarly journals Detecting Mind-Wandering from Eye Movement and Oculomotor Data during Learning Video Lecture

2020 ◽  
Author(s):  
DongMin Jang ◽  
IlHo Yang ◽  
SeoungUn Kim
Keyword(s):  
Eye Movements ◽  
Eye Movement ◽  
Fixation Duration ◽  
Peak Velocity ◽  
Eye Gaze ◽  
Sampling Rate ◽  
Maximum Amplitude ◽  
Mind Wandering ◽  
Video Lecture ◽  
Video Lectures

The purpose of this study was to detect mind-wandering experienced by pre-service teachers while learning video lecture on physics. The lecture was videotaped and consisted of a live lecture in a classroom. The lecture was about Gauss's law on physics. We investigated whether oculomotor data and eye movements could be used as a marker to indicate the learner’s mind-wandering. Each data was collected in a study in which 24 pre-service teachers (16 females and 8 males) reported self-caught mind-wandering while learning physics video lecture during30 minutes. A Tobii Pro Spectrum (sampling rate: 300Hz) was used to capture their eye-gaze during learning Gauss's law course video. After watching video lecture, we interviewed pre-service teachers about their mind-wandering experience. We first used the self-caught method to capture the mind-wandering timing of pre-service teachers while learning from video lectures. We detected more accurate mind-wandering segments by comparing fixation duration and saccade count. We investigated two types of oculomotor data (blink count, pupil size) and nine eye movements (average peak velocity of saccades; maximum peak velocity of saccades; standard deviation of peak velocity of saccades; average amplitude of saccades; maximum amplitude of saccades; total amplitude of saccades; saccade count/s; fixation duration; fixation dispersion). The result was that the blink count could not be used as a marker for mind-wandering during learning video lectures among them (oculomotor data and eye movements), unlike previous literatures. Based on the results of this study, we identified elements that can be used as mind-wandering markers while learning from video lectures that are similar to real classes, among the oculomotor data and eye movement mentioned in previous literatures. Also, we found that most participants focused on past thoughts and felt unpleasant after experiencing mind-wandering through interview analysis.

scholarly journals Wandering Eyes: Eye Movements During Mind-wandering in Video Lectures

2018 ◽  
Author(s):  
Han Zhang ◽  
Kevin Miller ◽  
Xin Sun ◽  
Kai Schnabel Cortina
Keyword(s):  
Eye Movements ◽  
Eye Movement ◽  
Fixation Duration ◽  
Average Duration ◽  
Mind Wandering ◽  
Preliminary Evidence ◽  
Future Research ◽  
Video Lectures ◽  
Thought Probes ◽  
Instructional Formats

Video lectures are increasingly prevalent, but they present challenges to learners. Students' minds often wander, yet we know little about how mind-wandering affects attention during video lectures. This paper presents two studies that examined eye movement patterns of mind-wandering during video lectures. In the studies, mind-wandering reports were collected by either self-caught reports or thought probes. Results were similar across the studies: mind-wandering was associated with an increased allocation of fixations to the instructor's image. For fixations on the slides, the average duration increased but the dispersion decreased. Moreover, preliminary evidence suggested that fixation duration and dispersion can diminish soon after self-caught reports of mind-wandering. Overall, these findings help advance our understanding of how learners' attention is affected during mind-wandering and may facilitate efforts in objectively identifying mind-wandering. Future research is needed to determine if these findings can extend to other instructional formats.

scholarly journals Automated Filtering of Eye Movements Using Dynamic AOI in Multiple Granularity Levels

2021 ◽  
Vol 12 (1) ◽  
pp. 49-64
Author(s):  
Gavindya Jayawardena ◽  
Sampath Jayarathna
Keyword(s):  
Eye Movements ◽  
Eye Tracking ◽  
Eye Movement ◽  
Eye Gaze ◽  
Movement Analysis ◽  
Movement Data ◽  
Bounding Boxes ◽  
Multiple Granularity ◽  
Instance Segmentation ◽  
Segmentation Models

Eye-tracking experiments involve areas of interest (AOIs) for the analysis of eye gaze data. While there are tools to delineate AOIs to extract eye movement data, they may require users to manually draw boundaries of AOIs on eye tracking stimuli or use markers to define AOIs. This paper introduces two novel techniques to dynamically filter eye movement data from AOIs for the analysis of eye metrics from multiple levels of granularity. The authors incorporate pre-trained object detectors and object instance segmentation models for offline detection of dynamic AOIs in video streams. This research presents the implementation and evaluation of object detectors and object instance segmentation models to find the best model to be integrated in a real-time eye movement analysis pipeline. The authors filter gaze data that falls within the polygonal boundaries of detected dynamic AOIs and apply object detector to find bounding-boxes in a public dataset. The results indicate that the dynamic AOIs generated by object detectors capture 60% of eye movements & object instance segmentation models capture 30% of eye movements.

Visual Fatigue and Saccadic Eye Movement Parameters

1983 ◽  
Vol 27 (8) ◽  
pp. 728-732 ◽  
Author(s):  
Ted Megaw ◽  
Tayyar Sen
Keyword(s):  
Eye Movements ◽  
Eye Movement ◽  
Peak Velocity ◽  
Cognitive Task ◽  
Saccadic Eye Movements ◽  
Tracking Task ◽  
Frequency Of Occurrence ◽  
Saccadic Eye Movement ◽  
Visual Fatigue ◽  
Movement Parameters

It has been suggested by Bahill and Stark (1975) that visual fatigue can be identified by changes in some of the saccadic eye movement parameters. These include increases in the frequency of occurrence of glissades and overlapping saccades and reductions in the peak velocity and duration of saccades. In their study, fatigue was induced by the same step tracking task that was used to evaluate the changes in saccadic parameters. However, there is evidence that subjects experience extreme feelings of fatigue while performing such a task and that somehow the task is unnatural. The present study was designed to assess whether there are any differences in the various saccadic parameters obtained while subjects perform a step tracking task and a cognitive task involving the comparison of number strings. Both tasks were presented on a VDU screen. The second objective was to establish whether there are any changes in the parameters for either task as a result of prolonged performance. The results showed no major differences in the saccadic eye movements between the two tasks and no consistent changes resulting from prolonged performance.

scholarly journals The Contributions of Eye Gaze Fixations and Target-Lure Similarity to Behavioral and fMRI Indices of Pattern Separation and Pattern Completion

2021 ◽  
Author(s):  
Daniel K Bjornn ◽  
Julie Van ◽  
Brock Kirwan
Keyword(s):  
Eye Movements ◽  
False Alarm ◽  
Eye Movement ◽  
Eye Gaze ◽  
Recognition Task ◽  
Discrimination Performance ◽  
Pattern Separation ◽  
Fmri Data ◽  
Pattern Completion ◽  
Gaze Fixations

Pattern separation and pattern completion are generally studied in humans using mnemonic discrimination tasks such as the Mnemonic Similarity Task (MST) where participants identify similar lures and repeated items from a series of images. Failures to correctly discriminate lures are thought to reflect a failure of pattern separation and a propensity toward pattern completion. Recent research has challenged this perspective, suggesting that poor encoding rather than pattern completion accounts for the occurrence of false alarm responses to similar lures. In two experiments, participants completed a continuous recognition task version of the MST while eye movement (Experiment 1 and 2) and fMRI data (Experiment 2) were collected. While we replicated the result that fixation counts at study predicted accuracy on lure trials, we found that target-lure similarity was a much stronger predictor of accuracy on lure trials across both experiments. Lastly, we found that fMRI activation changes in the hippocampus were significantly correlated with the number of fixations at study for correct but not incorrect mnemonic discrimination judgments when controlling for target-lure similarity. Our findings indicate that while eye movements during encoding predict subsequent hippocampal activation changes, mnemonic discrimination performance is better described by pattern separation and pattern completion processes that are influenced by target-lure similarity than simply poor encoding.

scholarly journals The positivity principle: do positive instructors improve learning from video lectures?

2021 ◽  
Author(s):  
Alyssa P. Lawson ◽  
Richard E. Mayer ◽  
Nicoletta Adamo-Villani ◽  
Bedrich Benes ◽  
Xingyu Lei ◽  
...  
Keyword(s):  
Positive Emotions ◽  
Eye Gaze ◽  
Negative Emotions ◽  
Body Movement ◽  
Instructional Video ◽  
Test Experiment ◽  
Video Lecture ◽  
Video Lectures ◽  
Short Video ◽  
E Learning

AbstractThe positivity principle states that people learn better from instructors who display positive emotions rather than negative emotions. In two experiments, students viewed a short video lecture on a statistics topic in which an instructor stood next to a series of slides as she lectured and then they took either an immediate test (Experiment 1) or a delayed test (Experiment 2). In a between-subjects design, students saw an instructor who used her voice, body movement, gesture, facial expression, and eye gaze to display one of four emotions while lecturing: happy (positive/active), content (positive/passive), frustrated (negative/active), or bored (negative/passive). First, learners were able to recognize the emotional tone of the instructor in an instructional video lecture, particularly by more strongly rating a positive instructor as displaying positive emotions and a negative instructor as displaying negative emotions (in Experiments 1 and 2). Second, concerning building a social connection during learning, learners rated a positive instructor as more likely to facilitate learning, more credible, and more engaging than a negative instructor (in Experiments 1 and 2). Third, concerning cognitive engagement during learning, learners reported paying more attention during learning for a positive instructor than a negative instructor (in Experiments 1 and 2). Finally, concerning learning outcome, learners who had a positive instructor scored higher than learners who had a negative instructor on a delayed posttest (Experiment 2) but not an immediate posttest (Experiment 1). Overall, there is evidence for the positivity principle and the cognitive-affective model of e-learning from which it is derived.

Field Independence, Lateralization and Defensive Style

1979 ◽  
Vol 49 (1) ◽  
pp. 195-202 ◽  
Author(s):  
Howard Shevrin ◽  
Irving A. Smokler ◽  
Evelyn Wolf
Keyword(s):  
Eye Movements ◽  
Eye Movement ◽  
Defense Mechanisms ◽  
Eye Gaze ◽  
Hemispheric Lateralization ◽  
Field Independence ◽  
Preferred Direction ◽  
Lateral Eye ◽  
Hemispheric Activation ◽  
The Relationship

This study investigated the relationship between field independence and defense clustering as measured by the Defense Mechanisms Inventory and lateral eye movements. Subjects had previously been classified either as hysterical or obsessive style by the Rorschach and WAIS Comprehension subtest. Previous findings indicate that these subjects have a preferred direction of lateral eye movement in a questioning format (hysterical style = left; obsessive style = right). This study found no relationship between field independence and defense clustering and lateral eye movements. To the extent that eye gaze indexes hemispheric activation, we conclude that neither field independence nor defense clustering was related to hemispheric lateralization.

scholarly journals Graphological and semantic foregrounding as affecting gaze and speech of impulsive and reflective readers

2021 ◽  
Author(s):  
Anna Izmalkova ◽  
Anastasia Rzheshevskaya
Keyword(s):  
Eye Movements ◽  
Eye Movement ◽  
Fixation Duration ◽  
Contrastive Analysis ◽  
Gaze Behavior ◽  
Textual Information ◽  
Bottom Up ◽  
Action Event ◽  
Initial Fixation ◽  
Movement Parameters

The study explores the effects of graphological and semantic foregrounding on speech and gaze behavior in textual information construal of subjects with higher and lower impulsivity. Eye movements of sixteen participants were recorded as they read drama texts with interdiscourse switching (semantic foregrounding), with features of typeface distinct from the surrounding text (graphological foregrounding). Discourse modification patterns were analyzed and processed in several steps: specification of participant/object/action/event/perspective modification, parametric annotation of participants’ discourse responses, contrastive analysis of modification parameter activity and parameter synchronized activity. Significant distinctions were found in eye movement parameters (gaze count and initial fixation duration) in subjects with higher and lower impulsivity when reading parts of text with graphical foregrounding. Impulsive subjects tended to visit the areas more often with longer initial fixations than reflective subjects, which is explained in terms of stimulus-driven attention, associated with bottom-up processes. However, these differences in gaze behavior did not result in pronounced distinctions in discourse responses, which were only slightly mediated by impulsivity/reflectivity.

scholarly journals Time Course and Hazard Function: A Distributional Analysis of Fixation Duration in Reading

2009 ◽  
Vol 3 (2) ◽  
Author(s):  
Gary Feng
Keyword(s):  
Eye Movements ◽  
Eye Movement ◽  
Hazard Function ◽  
Fixation Duration ◽  
Time Course ◽  
Time Window ◽  
Reading Processes ◽  
Duration Distribution ◽  
The Mean ◽  
High Level

Reading processes affect not only the mean of fixation duration but also its distribution function. This paper introduces a set of hypotheses that link the timing and strength of a reading process to the hazard function of a fixation duration distribution. Analyses based on large corpora of reading eye movements show a surprisingly robust hazard function across languages, age, individual differences, and a number of processing variables. The data suggest that eye movements are generated stochastically based on a stereotyped time course that is independent of reading variables. High-level reading processes, however, modulate eye movement programming by increasing or decreasing the momentary saccade rate during a narrow time window. Implications to theories and analyses of reading eye movement are discussed.

Meta-Analysis of Eye Movements Between Children With and Without Dyslexia or Reading Disability

2020 ◽  
pp. 15-24
Keyword(s):  
Eye Movements ◽  
Reading Disability ◽  
Eye Movement ◽  
Cognitive Processing ◽  
Fixation Duration ◽  
Reading Time ◽  
Word Reading ◽  
Meta Analysis ◽  
Small Sample ◽  
Eligibility Criteria

Background: Hundreds of studies have compared eye movement variables in subjects with and without dyslexia or reading disability. Most studied only small sample sizes and the eye movement tasks and targets varied. The aims of this study are to determine which, if any, eye movement variable(s) differ between children with and without dyslexia or reading disability, and, if differences are found, quantify the amount. Methods: Search engines PubMed and Salus/EBSCO Discover Database for key words eye movements OR saccades OR fixation AND dyslexia OR reading disability yielded 728 titles. Following initial study eligibility criteria (objective eye movement variable measures of children age 6-15.5 years in defined case and control groups), 43 studies qualified for in depth review. Eleven studies qualified for data synthesis. Data were extracted, tested for normality by Kolmogorov-Smirnov statistic, standardized, weighted by sample size, tested for homogeneity by Q test, pooled and measured for combined effect. Results: Combined relative risk effect revealed fixation duration, number of fixations, and number of regressions when reading words to be 2.33 (95% CI: 2.12-2.54) times longer, 1.58 (95% CI: 1.52-1.65) times higher, and 1.83 (95% CI: 1.68-1.97) times higher respectively in children with dyslexia or reading disability compared to age normal readers. Differences reading pseudowords were not statistically significant. Conclusions: Significant differences in fixation duration, number of fixations, and number of regressions were found during word reading. Because most reading time is during the fixation duration, children with dyslexia or reading disability need, on average, 2.33 times longer. The results provide objective data to support reading time accommodations for Individual Education Plans. Systematic review suggests that oculomotility ability depends on the amount of cognitive processing rather than purely on extra ocular muscle control.

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