Eye tracker as a tool for special teachers - An example of application in deaf education

2020 ◽  
Vol LXXXI (4) ◽  
pp. 255-263
Author(s):  
Jolanta Zielińska
Keyword(s):  
Eye Tracking ◽  
Information Search ◽  
Eye Gaze ◽  
Cognitive Activity ◽  
Cognitive Strategies ◽  
Deaf Education ◽  
Eye Tracker ◽  
Hearing Impairments ◽  
Tracking Technique ◽  
The One

The introduction discusses the distinctive difficulties with reading comprehension of texts in school textbooks experienced by students with hearing impairments in the light of the literature on the subject. Then, the basics of eye tracking are outlined - a technique that was used in the author's research - including such fundamental terms as fixation and saccades. The main part of the article is a report on the author’s research whose aim was to determine the effectiveness of reading short educational texts in the field of science where different types of infographics were used, and to compare the cognitive process specific to information search in students with hearing impairments to the one in their hearing peers. A test was used as a research method. The research was conducted with the use of the eye tracking technique. Results were presented graphically and numerically. The graphical forms included: a heat map, i.e., a map showing a participant's visual fixation - and thus indirectly his or her focus of attention - and a scan path, which shows fixations and saccades following one another, thus revealing eye gaze behaviors. Conclusions from the research showed that the eye tracking technique could be used to assess a person’s cognitive activity, and in particular, to determine what information layout in an infographic is best suited to the abilities of students with hearing impairments and activates similar cognitive strategies in them to those in their hearing peers, and so should be prevalent in textbooks for this group of students.

scholarly journals Student’s Reading of Thematic Maps from Czech School World Atlas – an Eye-tracking Study

2020 ◽  
Vol 2 ◽  
pp. 1-1
Author(s):  
Marketa Beitlova ◽  
Stanislav Popelka ◽  
Vit Vozenilek
Keyword(s):  
Eye Tracking ◽  
Low Cost ◽  
Research Question ◽  
Empirical Studies ◽  
Eye Tracker ◽  
Thematic Maps ◽  
School Students ◽  
Trial Duration ◽  
Cartographic Visualization ◽  
The One

Abstract. According to the cartographic communication models, the map is intended as a product which helps people to understand the world. Usually, the first systematic cartographic product which pupils and students met in their lives is a school world atlas. In the Czech Republic, these atlases are used in almost every geography lesson. Thus, school atlases should be understandable, well-arranged, intelligible and easy to use by students. However, almost no empirical studies focused on this type of product exist.This presentation summarizes the results of the experiment, where the task was to find some object on the thematic map. The research aimed on two main issues: if the students are able to read thematic maps from school world atlas (Q1) and if the used cartographic visualization methods are properly selected (Q2).For finding answers to these research questions, the eye-tracking study conducted on 30 grammar school students was performed. This study contained ten tasks on the thematic world maps from the Czech school world atlas. Depending on the type of information displayed, visualization method and legend style, the tasks were formulated for each map. Eyemovement data were recorded using low-cost GazePoint eye-tracker with sampling frequency of 60 Hz. The first research question – if students can work with the thematic maps from school world atlas – was analysed using the correctness of answers and Trial Duration – the metric that shows how much time respondents needed to find the answer. For answering the second research question – if the cartographic methods used in the atlas are understandable –qualitative data visualization methods were used.At the beginning of the recorded data analysis, the correctness of answers and trial duration was ïnvestigated. These results helped us to find out, how the students were able to read the maps, if their answers were correct and how much time they needed for task solving. The results showed that generally, the students could read thematic maps (Q1). The most problematic task was the one where students had to estimate the pie-chart value according to the logarithmic scale.In the next step, the behaviour of students while solving each task was qualitatively described and problematic cartographic visualization methods were identified (Q2). For example, in some cases, used symbols were difficult to distinguish. The most serious problems were in the task, where students had to estimate the value of the bar chart. The scale of the legend was designed so that one millimetre of the bar corresponds to 50 million USD of export volume. This cartographic method was hard to understand for the students.The conducted eye-tracking study pointed out to maps where the cartographic methods were misused and caused problems to the students. The results might help the cartographers and map publishers who can modify the maps to be more understandable for the readers.

scholarly journals STUDY ON DEVELOPING AND APPLYING EYE-TRACKING TECHNIQUE TO FOOD CONSUMER BEHAVIOR IN VIETNAM: A STUDY ON MOONCAKES

2018 ◽  
Vol 55 (5A) ◽  
pp. 1
Author(s):  
Thi Minh Hang Vu
Keyword(s):  
Consumer Behavior ◽  
Eye Tracking ◽  
Food Choice ◽  
Choice Behavior ◽  
Decision Making Process ◽  
Eye Tracker ◽  
Tracking Technique ◽  
Visit Duration ◽  
And Behavior ◽  
The Relationship

Eye-tracking method has been increasingly used for studying food consumer behavior in the last few years because of its objectivity. This study applied eye-tracking technique to investigate the food choice behavior of Vietnamese consumers: from gazing, and expected liking to perceived liking. The Tobii T60 eye-tracker was used for recording and analysing the gazing behavior of consumers. Four traditional mooncakes with different ingredients were tested by 70 Vietnamese participants: 1) Product pictures were shown on a screen. Participants had to choose the product they liked the most. During this process, gazing behavior was recorded with an eye-tracker; 2) Product samples were served for tasting. Participants had to rated their perceived liking using conventional 9-point hedonic scale.Results showed that the investigated gazing behavior parameters (fixation count, fixation duration, visit duration and visit count) correlated significantly in a positive way with the “wanting to try” choice. Moreover, this choice is in compliance with “perceived liking”. Results have been discussed considering the relationship between eye-movements, decision making process and choosing behavior. This study applied a new objective technique to study food consumer behavior. Moreover, it opens preliminarily a multiple-tool approach in improving the understanding of consumers’ food choice perception and behavior.

scholarly journals Look before you Authorize: Using Eye-Tracking to Enforce User Attention towards Application Permissions

2017 ◽  
Vol 2017 (2) ◽  
pp. 23-37 ◽  
Author(s):  
Yousra Javed ◽  
Mohamed Shehab
Keyword(s):  
Eye Tracking ◽  
User Study ◽  
Eye Gaze ◽  
Third Party ◽  
Security And Privacy ◽  
Control Group ◽  
Eye Tracker ◽  
Key Factor ◽  
User Attention ◽  
Gaze Fixations

Abstract Habituation is a key factor behind the lack of attention towards permission authorization dialogs during third party application installation. Various solutions have been proposed to combat the problem of achieving attention switch towards permissions. However, users continue to ignore these dialogs, and authorize dangerous permissions, which leads to security and privacy breaches. We leverage eye-tracking to approach this problem, and propose a mechanism for enforcing user attention towards application permissions before users are able to authorize them. We deactivate the dialog’s decision buttons initially, and use feedback from the eye-tracker to ensure that the user has looked at the permissions. After determining user attention, the buttons are activated. We implemented a prototype of our approach as a Chrome browser extension, and conducted a user study on Facebook’s application authorization dialogs. Using participants’ permission identification, eye-gaze fixations, and authorization decisions, we evaluate participants’ attention towards permissions. The participants who used our approach on authorization dialogs were able to identify the permissions better, compared to the rest of the participants, even after the habituation period. Their average number of eye-gaze fixations on the permission text was significantly higher than the other group participants. However, examining the rate in which participants denied a dangerous and unnecessary permission, the hypothesized increase from the control group to the treatment group was not statistically significant.

STAGES OF HIGHER MATHEMATICS TEACHING FOR FUTURE CIVIL PROTECTION SPECIALISTS

2018 ◽  
pp. 168-172
Author(s):  
M. Kusiy
Keyword(s):  
Information Search ◽  
Cognitive Activity ◽  
Civil Defense ◽  
Educational Material ◽  
Material System ◽  
Civil Protection ◽  
Intellectual Activity ◽  
Innovative Teaching ◽  
The Future ◽  
Selection Of

Introduction.  During the training of emergency specialists, the development of a clear, structured thinking is important.  And the mathematical disciplines themselves are aimed at activating the intellectual activity of cadets and students, the ability to think logically, consistently, and reasonably.  However, cadets and students consider mathematics to be a complex, inaccessible and not very necessary science.  Therefore, there is a need for continuous, continuous development of methods, technologies of forms of training that would increase interest, accessibility to mathematical disciplines and at the same time, were aimed at improving the quality of training of future rescuers. Purpose.  Identify the main stages of teaching higher mathematics for future civil defense specialists and substantiate their peculiarities. Methods.  The article used methods of scientific knowledge (general), methods used in the empirical and theoretical levels of research (transition from abstract to specific).  Results.  The basic stages of teaching higher mathematics for future specialists of civil defense are determined: motivation, research, assimilation, application.  The proposed stages are analyzed in detail.  The regularities that contribute to the increase of motivation (selection of educational material, system approach, creative approach, a variety of forms and methods of teaching, taking into account the specifics of the future profession, the use of innovative teaching technologies) are highlighted.  There are three phases of knowledge (curiosity, curiosity, theoretical knowledge).  It is determined that for the acquisition of knowledge it is possible to use the information - search type of classes with its microstructure.  Planning the microstructure of occupations in the first place should put the level of cognitive activity, awareness and independence in the performance of educational tasks.  It is noted that the process of assimilation is the process of internalization of knowledge, putting it into the inner plan of man, and the application is to extraorise knowledge, make it to the outline of human activity.  It was investigated that the stage of application of knowledge is divided into two parts (the first is the application of knowledge, skills in standard terms, the second - the transfer of knowledge, skills, skills in new, changed conditions).  Examples of applied tasks that can be solved in higher mathematics classes are given.  It is substantiated that only in combination of all stages is formed the need for knowledge acquisition and their application. Conclusion.  Stages of teaching higher mathematics - a cyclical process that requires constant improvement, hard work of the teacher.  Stages of motivation and application combine the same laws (selection of educational material, creative approach, taking into account the specifics of the future profession, the use of innovative teaching technologies).  And only in a logical, thought-out combination of these stages can one form the future need for civil protection specialists to expand the knowledge and apply it to practical application.

scholarly journals Techniques Used for Eye Gaze Interfaces and Survey

2015 ◽  
Vol 1 (6) ◽  
pp. 276
Author(s):  
Maria Rashid ◽  
Wardah Mehmood ◽  
Aliya Ashraf
Keyword(s):  
Eye Tracking ◽  
Eye Gaze ◽  
3D Models ◽  
Image Process ◽  
Usability Problems ◽  
Software Algorithms ◽  
Pupil Detection ◽  
Eye Movement Tracking ◽  
2D And 3D ◽  
Movement Tracking

Eye movement tracking is a method that is now-a-days used for checking the usability problems in the contexts of Human Computer Interaction (HCI). Firstly we present eye tracking technology and key elements.We tend to evaluate the behavior of the use when they are using the interace of eye gaze. Used different techniques i.e. electro-oculography, infrared oculography, video oculography, image process techniques, scrolling techniques, different models, probable approaches i.e. shape based approach, appearance based methods, 2D and 3D models based approach and different software algorithms for pupil detection etc. We have tried to compare the surveys based on their geometric properties and reportable accuracies and eventually we conclude this study by giving some prediction regarding future eye-gaze. We point out some techniques by using various eyes properties comprising nature, appearance and gesture or some combination for eye tracking and detection. Result displays eye-gaze technique is faster and better approach for selection than a mouse selection. Rate of error for all the matters determines that there have been no errors once choosing from main menus with eye mark and with mouse. But there have been a chance of errors when once choosing from sub menus in case of eye mark. So, maintain head constantly in front of eye gaze monitor.

scholarly journals Tracking eye-gaze in smart home systems (SHS): first insights from eye-tracking and self-report measures

2021 ◽  
Author(s):  
Federico Cassioli ◽  
Laura Angioletti ◽  
Michela Balconi
Keyword(s):  
Eye Tracking ◽  
Personality Traits ◽  
Smart Home ◽  
Near Infrared ◽  
Tracking System ◽  
Eye Gaze ◽  
Self Report ◽  
Visual Exploration ◽  
Living Room ◽  
Psychological Traits

AbstractHuman–computer interaction (HCI) is particularly interesting because full-immersive technology may be approached differently by users, depending on the complexity of the interaction, users’ personality traits, and their motivational systems inclination. Therefore, this study investigated the relationship between psychological factors and attention towards specific tech-interactions in a smart home system (SHS). The relation between personal psychological traits and eye-tracking metrics is investigated through self-report measures [locus of control (LoC), user experience (UX), behavioral inhibition system (BIS) and behavioral activation system (BAS)] and a wearable and wireless near-infrared illumination based eye-tracking system applied to an Italian sample (n = 19). Participants were asked to activate and interact with five different tech-interaction areas with different levels of complexity (entrance, kitchen, living room, bathroom, and bedroom) in a smart home system (SHS), while their eye-gaze behavior was recorded. Data showed significant differences between a simpler interaction (entrance) and a more complex one (living room), in terms of number of fixation. Moreover, slower time to first fixation in a multifaceted interaction (bathroom), compared to simpler ones (kitchen and living room) was found. Additionally, in two interaction conditions (living room and bathroom), negative correlations were found between external LoC and fixation count, and between BAS reward responsiveness scores and fixation duration. Findings led to the identification of a two-way process, where both the complexity of the tech-interaction and subjects’ personality traits are important impacting factors on the user’s visual exploration behavior. This research contributes to understand the user responsiveness adding first insights that may help to create more human-centered technology.

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