Detecting Online Learners' Reading Ability via Eye-Tracking

2018 ◽  
pp. 163-185
Author(s):  
Samiullah Paracha ◽  
Ayaka Inuoue ◽  
Sania Jehanzeb
Keyword(s):  
Eye Tracking ◽  
Learning Environments ◽  
Reading Ability ◽  
Short Term Memory ◽  
Reading Performance ◽  
Accurate Assessment ◽  
Online Learners ◽  
Motivation To Read ◽  
Tracking Method ◽  
Instructional Goal

Nurturing the motivation to read is an important instructional goal. There can be a number of reasons for a learner to have problems with reading in online learning environments: (1) eyes being unable to scan easily along a line of print; or (2) as a result of concentrating on controlling the eyes concentration, the short-term memory become impaired. The study reported in this chapter used eye tracking method to provide a useful experimental design for exploring reading performance of university online learners. Different eye-tracking experiments were carried out to help informing the teachers to improve the learning environment and be able to do more accurate assessment about what the students were attending to on the screen.

Evaluation of Situations Causing Split of Attention in Multimedia Learning Environments via Eye-Tracking Method

2015 ◽  
pp. 337-367 ◽  
Author(s):  
Duygu Mutlu-Bayraktar ◽  
Servet Bayram
Keyword(s):  
Eye Tracking ◽  
Learning Environments ◽  
Visual Information ◽  
Multimedia Learning ◽  
Heat Maps ◽  
Tracking Method ◽  
Attention Effect ◽  
Area Of Interest ◽  
Video Images ◽  
Multimedia Environments

In this chapter, situations that can cause split of attention in multimedia environments were determined via eye tracking method. Fixation numbers, heat maps and area of interest of learners were analyzed. As a result of these analyses, design suggestions were determined for multimedia environments to provide focusing attention to content without split attention effect. Visual and auditory resources should be provided simultaneously. Visual information should be supported with auditory expression instead of texts. Images such as videos, pictures and texts should not be presented on the same screen. Texts provided with pictures should be presented via integration to each other instead of separate presentation of text and picture. Texts provided with videos should be presented via integration to each other instead of separate presentation of text and video. Images should be given via marking important points on images to increase attention.

scholarly journals Online Learners’ Reading Ability Detection Based on Eye-Tracking Sensors

Sensors ◽  
2016 ◽  
Vol 16 (9) ◽  
pp. 1457 ◽  
Author(s):  
Zehui Zhan ◽  
Lei Zhang ◽  
Hu Mei ◽  
Patrick Fong
Keyword(s):  
Eye Tracking ◽  
Reading Ability ◽  
Online Learners

scholarly journals Effects of cueing and signalling on change blindness in multimedia learning environment

2019 ◽  
Vol 11 (1) ◽  
pp. 128-139
Author(s):  
Duygu Mutlu Bayraktar ◽  
Servet Bayram
Keyword(s):  
Learning Environment ◽  
Eye Tracking ◽  
Learning Environments ◽  
Undergraduate Students ◽  
Multimedia Learning ◽  
Change Blindness ◽  
Tracking Method ◽  
Visual Cueing ◽  
Mouse Movements ◽  
Multimedia Learning Environment

In this study, it was aimed to investigate the change blindness that may occur in multimedia learning environments used cueing and signaling effects. For this purpose, a multimedia animation which had some changes about computer parts was designed. Twenty-one undergraduate students participated in the experiment voluntarily. Eye and mouse movements were recorded and analysed with eye-tracking method, and participants were asked to say when they noticed the changes; their voices were simultaneously recorded. The results show that the participants were more focused on the objects being signaled, and less detected the changes in other areas. It is seen that the percentage of detecting the change occurring on the most focused object is low, except for the object using the signaling and visual cueing. The change in the object that was used the signaling and the visual cueing is the most detected change.Keywords: Multimedia learning, change blindness, eye tracking.

Evaluation of Situations Causing Split of Attention in Multimedia Learning Environments via Eye-Tracking Method

2018 ◽  
pp. 348-372
Author(s):  
Duygu Mutlu-Bayraktar ◽  
Servet Bayram
Keyword(s):  
Eye Tracking ◽  
Learning Environments ◽  
Visual Information ◽  
Multimedia Learning ◽  
Heat Maps ◽  
Tracking Method ◽  
Attention Effect ◽  
Area Of Interest ◽  
Video Images ◽  
Multimedia Environments

In this chapter, situations that can cause split of attention in multimedia environments were determined via eye tracking method. Fixation numbers, heat maps and area of interest of learners were analyzed. As a result of these analyses, design suggestions were determined for multimedia environments to provide focusing attention to content without split attention effect. Visual and auditory resources should be provided simultaneously. Visual information should be supported with auditory expression instead of texts. Images such as videos, pictures and texts should not be presented on the same screen. Texts provided with pictures should be presented via integration to each other instead of separate presentation of text and picture. Texts provided with videos should be presented via integration to each other instead of separate presentation of text and video. Images should be given via marking important points on images to increase attention.

scholarly journals How to take advantage of tablet computers: Effects of news structure on recall and comprehension

2015 ◽  
Vol 40 (4) ◽  
Author(s):  
Anna Van Cauwenberge ◽  
Leen d’Haenens ◽  
Hans Beentjes
Keyword(s):  
Eye Tracking ◽  
Tablet Computers ◽  
Tracking Method ◽  
News Stories ◽  
News Consumption ◽  
Set Up ◽  
And Control ◽  
Factual Recall

AbstractIn light of the growing use of tablets for news reading and mobile news consumption behaviors, this study examined whether an innovative way of structuring news on the tablet that mimics mobile news behaviors reinforced attention for, and learning from, news. Specifically, it was theorized that the chronological and associative structuring of news articles into so-called developing news stories would lead to more attention for news, and better recall and comprehension of news, than the linear print newspaper structure that newspaper publishers continue to copy from print to tablet. A multiple-day experiment was set up using the eye-tracking method to measure and control for attention. The results show that the developing news structure increased comprehension of news substantively, independently of attention effects; no effects were found on attention and factual recall.

A Real-Time Eye Tracking Method for Detecting Optokinetic Nystagmus

2020 ◽  
pp. 143-155
Author(s):  
Mohammad Norouzifard ◽  
Joanna Black ◽  
Benjamin Thompson ◽  
Reinhard Klette ◽  
Jason Turuwhenua
Keyword(s):  
Eye Tracking ◽  
Real Time ◽  
Optokinetic Nystagmus ◽  
Tracking Method

scholarly journals What Is Going on with Visual Attention in Reading and Dyslexia? A Critical Review of Recent Studies

2022 ◽  
Vol 12 (1) ◽  
pp. 87
Author(s):  
Conrad Perry ◽  
Heidi Long
Keyword(s):  
Visual Attention ◽  
Critical Review ◽  
Reading Ability ◽  
Reading Performance ◽  
Span Task ◽  
Causal Effects ◽  
Future Research ◽  
Different Types ◽  
Visual Tasks

This critical review examined current issues to do with the role of visual attention in reading. To do this, we searched for and reviewed 18 recent articles, including all that were found after 2019 and used a Latin alphabet. Inspection of these articles showed that the Visual Attention Span task was run a number of times in well-controlled studies and was typically a small but significant predictor of reading ability, even after potential covariation with phonological effects were accounted for. A number of other types of tasks were used to examine different aspects of visual attention, with differences between dyslexic readers and controls typically found. However, most of these studies did not adequately control for phonological effects, and of those that did, only very weak and non-significant results were found. Furthermore, in the smaller studies, separate within-group correlations between the tasks and reading performance were generally not provided, making causal effects of the manipulations difficult to ascertain. Overall, it seems reasonable to suggest that understanding how and why different types of visual tasks affect particular aspects of reading performance is an important area for future research.

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