Eye Tracking Applications for E-Learning Purposes

2019 ◽  
pp. 151-174
Author(s):  
Ismail El Haddioui
Keyword(s):  
Eye Movements ◽  
Eye Tracking ◽  
Learning Environments ◽  
Movement Analysis ◽  
Online Behavior ◽  
Eye Movement Analysis ◽  
Child Education ◽  
E Learning ◽  
Learning Platforms ◽  
Customized Learning

E-learning has become a fundamental part of child education, higher education, and corporate training. In the design of adaptive e-learning environments, it is important to track and analyze learner behavior and preferences, and this is possible by recording their eye movements. Eye tracking is a technology developed to monitor eye movements allowing us to analyze the recorded gaze data. The main goal of this chapter is to determine the potential of eye tracking in the field of e-learning and the various applications of eye movement analysis for e-learning platforms. Results can be used to design an adaptive e-learning environment able to collect, analyze, and understand learner online behavior, preferences, and needs, and then offer an educational content adapted to each learner's needs by generating new customized learning situations.

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.

Emotional Elements in Learning Platforms in Open and Distributed Environments

2019 ◽  
pp. 125-148
Author(s):  
Lazarus Ndiku Makewa
Keyword(s):  
Learning Environments ◽  
Teaching And Learning ◽  
Learning System ◽  
Distributed Environments ◽  
Classroom Engagement ◽  
Learner Centered ◽  
E Learning ◽  
Learning Platforms ◽  
Multiple Challenges ◽  
Facilitated Learning

E-learning is viewed as an innovative approach for delivering quality-designed, learner-centered, interactive, and facilitated learning environments to all, anywhere, any moment by putting in use the skills, knowledge, and resources of diverse technologies together with other teaching and learning resources suited for open, and distributed learning environments. Success story in an e-learning system involves a clear process regarding planning, designing, developing, evaluating, and implementing online learning courses where interaction is actively encouraged and facilitated. Emotional experiences can easily provide multiple challenges to students' online and classroom engagement and academic performance. For example, academic fears have wide-ranging effects, affecting strategy use, classroom and/or online performance, and subject choice. This chapter will therefore discuss emotional elements and their impacts in learning platforms in open and distributed environments.

Affective Agents in E-Learning Platforms

2012 ◽  
pp. 1225-1233
Author(s):  
Christos N. Moridis ◽  
Anastasios A. Economides
Keyword(s):  
Artificial Intelligence ◽  
Learning Environments ◽  
Intelligent Agents ◽  
Intelligent Agent ◽  
Human Learning ◽  
Human Reasoning ◽  
Conversational Agents ◽  
Emotional Aspects ◽  
E Learning ◽  
Learning Platforms

During recent decades there has been an extensive progress towards several Artificial Intelligence (AI) concepts, such as that of intelligent agent. Meanwhile, it has been established that emotions play a crucial role concerning human reasoning and learning. Thus, developing an intelligent agent able to recognize and express emotions has been considered an enormous challenge for AI researchers. Embedding a computational model of emotions in intelligent agents can be beneficial in a variety of domains, including e-learning applications. However, until recently emotional aspects of human learning were not taken into account when designing e-learning platforms. Various issues arise when considering the development of affective agents in e-learning environments, such as issues relating to agents’ appearance, as well as ways for those agents to recognize learners’ emotions and express emotional support. Embodied conversational agents (ECAs) with empathetic behaviour have been suggested to be one effective way for those agents to provide emotional feedback to learners’ emotions. There has been some valuable research towards this direction, but a lot of work still needs to be done to advance scientific knowledge.

scholarly journals Cloud-Based Interactive Hands free E-Learning Environment for Students with Disabilities

2019 ◽  
Vol 8 (4) ◽  
pp. 8511-8516
Keyword(s):  
Students With Disabilities ◽  
Motor Skills ◽  
Voice Recognition ◽  
Computer Software ◽  
Gaming Industry ◽  
Learning Platform ◽  
E Learning ◽  
Xbox Kinect ◽  
Learning Platforms ◽  
Customized Learning

In this study, cloud based innovative methods are introduced that allow users with motor skills impairments to access the customized learning platforms. The complete methodology relies on the development of existing technology originally developed for the Gaming Industry; Microsoft Xbox Kinect Sensor. A novel learning platform is developed for teaching students with motor skills impairments and other types of disabilities to learn Quran Recitation. The platform is integrated with a modified Kinect that allows users to access the computer software without the use of a traditional keyboard and mouse. The Kinect then acts as the interface between the uses and software. The system is designed based on the two approaches; hand-free operations via head motion and voice recognition to control the selection of items in the learning platform. For voice recognition, a dataset has also been built for training and initial testing for supervised learning. Extensive tests have been performed that proved the success of the system. This novel methodology provides a research platform for those interested in enabling students with motor skill impairments and students with disabilities in general

scholarly journals Introduction to the PETMEI special issue

2014 ◽  
Vol 7 (3) ◽  
Author(s):  
Andreas Bulling ◽  
Roman Bednarik
Keyword(s):  
Eye Tracking ◽  
Eye Movement ◽  
Context Awareness ◽  
Movement Analysis ◽  
Special Issue ◽  
New Paradigm ◽  
Eye Movement Analysis ◽  
Computer Interfaces ◽  
Human Computer Interfaces ◽  
Analysis Point

Latest developments in remote and head-mounted eye tracking and automated eye movement analysis point the way toward unobtrusive eye-based human-computer interfaces that will become pervasively usable in everyday life. We call this new paradigm pervasive eye tracking – continuous eye monitoring and analysis 24/7. Pervasive Eye Tracking and Mobile Eye-Based Interaction (PETMEI) is a workshop series that revolves around the theme of pervasive eye-tracking as a trailblazer for pervasive eye-based human-computer interaction and eye-based context-awareness. This special issue is composed from extended versions of the top-scoring papers from the 3rd workshop in the PETMEI series held in 2013.

scholarly journals Eye movement analysis with hidden Markov models (EMHMM) with co-clustering

2021 ◽  
Author(s):  
Janet H. Hsiao ◽  
Hui Lan ◽  
Yueyuan Zheng ◽  
Antoni B. Chan
Keyword(s):  
Individual Differences ◽  
Eye Tracking ◽  
Hidden Markov Models ◽  
Eye Movement ◽  
Markov Models ◽  
Hidden Markov ◽  
Movement Patterns ◽  
Movement Analysis ◽  
Background Information ◽  
Eye Movement Analysis

AbstractThe eye movement analysis with hidden Markov models (EMHMM) method provides quantitative measures of individual differences in eye-movement pattern. However, it is limited to tasks where stimuli have the same feature layout (e.g., faces). Here we proposed to combine EMHMM with the data mining technique co-clustering to discover participant groups with consistent eye-movement patterns across stimuli for tasks involving stimuli with different feature layouts. Through applying this method to eye movements in scene perception, we discovered explorative (switching between the foreground and background information or different regions of interest) and focused (mainly looking at the foreground with less switching) eye-movement patterns among Asian participants. Higher similarity to the explorative pattern predicted better foreground object recognition performance, whereas higher similarity to the focused pattern was associated with better feature integration in the flanker task. These results have important implications for using eye tracking as a window into individual differences in cognitive abilities and styles. Thus, EMHMM with co-clustering provides quantitative assessments on eye-movement patterns across stimuli and tasks. It can be applied to many other real-life visual tasks, making a significant impact on the use of eye tracking to study cognitive behavior across disciplines.

The Student Perspective

2012 ◽  
pp. 914-931
Author(s):  
Eileen O’Donnell
Keyword(s):  
Higher Education ◽  
Learning Environments ◽  
End Users ◽  
Student Perspective ◽  
Ample Evidence ◽  
Business Information Systems ◽  
Pedagogical Design ◽  
Use Of Technology ◽  
E Learning ◽  
Learning Platforms

This chapter explores students’ perspectives on the transformations that the use of technology has brought to higher education. The use of technologies in higher education facilitates flexible learning environments but the benefits to students who engage with these technologies will only be realised if the design is pedagogically sound. The pedagogic approach employed by lecturers when designing their e-learning platforms or learning management systems has the capability to transform learning. The author’s discipline is Information Technology and Business Information Systems; from experience and case studies there is ample evidence to suggest that the use of technology does not always necessarily meet user requirements. Students are the end users of the technologies that educators use to enhance students’ learning experiences. This chapter was undertaken to obtain students’ perspectives (as the end users) on the uses of technologies in higher education to assist educators in improving the pedagogical design of their e-learning platforms. The responses received from students clearly indicate they are of the opinion that the use of technologies in higher education beneficially transforms learning but will never replace lecturers. In essence, the benefits that can be achieved through the use of technologies are totally dependent on the ways they are employed pedagogically by lecturers.

The Young Child's Processing of Dot Patterns: A Chronometric and Eye Movement Analysis

1984 ◽  
Vol 7 (1) ◽  
pp. 53-66 ◽  
Author(s):  
Michiel P. van Oeffelen ◽  
Peter G. Vos
Keyword(s):  
Eye Movements ◽  
Eye Movement ◽  
Movement Analysis ◽  
Mixed Strategies ◽  
Response Latencies ◽  
Eye Movement Analysis ◽  
Processing Times ◽  
New Information

The present study reports the measurement of response latencies and the recording of eye movement in a task where children of about 5.5 years had to count arrangements of 1-8 dots in different configurations. Consistent with earlier findings, response latencies for numbers up to 5 suggested subitizing rather than counting strategies. Data from concomittant eye movement recordings clearly showed that even the processing of the small numbers required at least four fixations per response. Records of eye movements under the conditions of numbers of dots larger than n = 5 were found to reflect mixed strategies and not elementary one-by-one counting procedures. It is hypothesized that large processing times in comparison with adults were mainly due to interim verifications of results already established: children were, much more than adults, mentally loaded by the double task of storing partial results and processing new information at the same time.

scholarly journals Global Saccadic Eye Movements Characterise Artists’ Visual Attention While Drawing

2021 ◽  
pp. 027623742110018
Author(s):  
Suhyun Park ◽  
Louis Wiliams ◽  
Rebecca Chamberlain
Keyword(s):  
Eye Movements ◽  
Visual Processing ◽  
Movement Analysis ◽  
Saccadic Eye Movements ◽  
Future Research ◽  
Eye Movement Analysis ◽  
Free Viewing ◽  
Analysis Technique ◽  
Attentional Shifts ◽  
Representational Drawing

Previous research has shown that artists employ flexible attentional strategies during offline perceptual tasks. The current study explored visual processing online, by tracking the eye movements of artists and non-artists (n=65) while they produced representational drawings of photographic stimuli. The findings revealed that it is possible to differentiate artists from non-artists on the basis of the relative amount of global-to-local saccadic eye movements they make when looking at the target stimulus while drawing, but not in a preparatory free viewing phase. Results indicated that these differences in eye movements are not specifically related to representational drawing ability, and may be a feature of artistic ability more broadly. This eye movement analysis technique may be used in future research to characterise the dynamics of attentional shifts in eye movements while artists are carrying out a range of artistic tasks.

scholarly journals The digital Dalton Plan: Progressive education as integral part of web-based learning environments

2018 ◽  
pp. 25-52 ◽  
Keyword(s):  
Learning Environments ◽  
Concept Maps ◽  
Progressive Education ◽  
Transformation Process ◽  
Learning Processes ◽  
Digital Learning ◽  
Self Regulated Learning ◽  
Self Organized ◽  
E Learning ◽  
Learning Platforms

e-Learning systems increasingly support learning management and self-organized learning processes. Since the latter have been studied in the field of progressive education extensively, it is worthwhile to consider them for developing digital learning environments to support self-regulated learning processes. In this paper we aim at transforming one of the most prominent and sustainable approaches to self-organized learning, the “Dalton Plan” as proposed by Helen Parkhurst. Its assignment structure supports learners when managing their learning tasks, thus triggering self-organized acquisition of knowledge, and its feedback graphs enable transparent learning processes. Since e-learning environments have become common use, rather than creating another system, we propose a modular approach that can be used for extending existing e-learning environments. In order to design a respective component, we interviewed experts in self-organized e-learning. Their input facilitated integrating the Dalton Plan with existing features of e-learning environments. After representing each interview in concept maps, we were able to aggregate them for deriving e-learning requirements conform to the Dalton Plan instruments. In the course of implementing them, particular attention had to be paid to the asynchrony of interaction during runtime. Java Server Faces technology enable the Dalton Plan component to be migrated into existing web 2.0 e-learning platforms. The result was evaluated based on the acquired concept maps, as they also captured the transformation process of the Dalton Plan to e-learning features. The findings encourage embodying further progressive education approaches in this way, since the structured (concept) mapping of the Dalton Plan to e-learning features turned out to be accurate. The experts were able to recognize the potential of the approach both in terms of structuring the knowledge acquisition process, and in terms of developing progressive learning support features.

Sign in / Sign up

Export Citation Format

Share Document