Several children struggle with vision difficulties caused by problematic coordination between their left and right eye muscles, i.e., oculomotor dysfunction (OMD). Many OMDs can be improved by training the eyes via physical exercises defined and supervised by vision experts. The aim of this paper is to investigate the feasibility of utilizing Serious Games (SGs) and eye-tracking technologies (ETs) for training the eyes of children having OMD. Via these activities, a trainee can, with her eye gaze, follow objects which are moving, change their directions and speed, or pop up on the screen. The results present mapping the current physical training goals to activities for SGs using input from ETs, and illustrate this correspondence for designing and developing six games. The games’ feasibility evaluation is done via semistructured interviews and evaluating user experiences. Three vision teachers (VTs) were involved in design and development, ensuring achievement of training goals, and five VT students in evaluations. The findings demonstrate the potential of using SGs and ETs to train OMD and point to future needs for improvements.

The aim of this paper is to contribute to a better understanding of children's vision care from the identification to treatment, with, in particular, a better understanding of the use of eye tracking (ET) technologies. While there are indications that these technologies can support vision care, a comprehensive understanding of the possibilities is lacking. Here, we review cross-disciplinary research on performing vision care, and identify current challenges for using and further developing ET technologies. To this end, we describe (1) the involved stakeholders, (2) screening possibilities at schools, and (3) how technology-supported vision screening is used today. Data come from a literature survey of peer-reviewed journal and conference articles, complemented by secondary sources from related projects and products. The focus is on literature after 2000, and in particular, on screening oculomotor dysfunctions (OMD), for school children. The results show that the contributions to state of the art from various research areas are fragmented, in particular regarding the communication between the necessary stakeholders influencing vision care, the handling of general and functional vision care, and between screening and treatment. Further development of ET technologies will likely depend on overcoming these fragmentations. A first step in this direction consists of providing a thorough description of stakeholders, their roles, and requirements enabling communication on children with vision problems.

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The aim of this research is to propose an integrated platform for assessing visual attention in schoolaged children. Due to several challenges in the use of standard psychological tests, technology-based instruments can represent a future opportunity for increasing accuracy in the psychological evaluations. The use of GP3 Eye Tracker together with OGAMA application can help to identify children that are at risk of developing learning or attention problems. By developing an integrated platform we will be able to accurately assess their visual attention skills, interpret accurately the data and predict their reading abilities.