A review of eye tracking research on video-based learning

Abstract

Eye tracking technology is increasingly used to understand individuals’ non-conscious, moment-to-moment processes during video-based learning. This review evaluated 44 eye tracking studies on video-based learning conducted between 2010 and 2021. Specifically, the review sought to uncover how the utilisation of eye tracking technology has advanced understandings of the mechanisms underlying effective video-based learning and what type of caution should be exercised when interpreting the findings of these studies. Four important findings emerged from the analysis: (1) not all the studies explained the mechanisms underlying effective video-based learning through employing eye tracking technology, and few studies disentangled the complex relationship between eye tracking metrics and cognitive activities these metrics represent; (2) emotional factors potentially serve to explain the processes that facilitate video-based learning, but few studies captured learners’ emotional processes or evaluated their affective gains; (3) ecological validity should be improved for eye tracking research on video-based learning through methods such as using eye tracking systems that have high tolerance for head movements, allowing learners to take control of the pacing of the video, and communicating the learning objectives of the video to participants; and (4) boundary conditions, including personal (e.g. age, prior knowledge) and environmental factors (e.g. the topic of videos, type of knowledge), must be considered when interpreting research findings. The findings of this review inspire a number of propositions for designing and interpreting eye tracking research on video-based learning.

Using Learner Reviews to Inform Instructional Video Design in MOOCs

“…Previous empirical studies showed that interpolating instructional videos with pop-up quizzes and open-ended questions led to improved academic performance when conducted in the context of credit-bearing online courses [ 62 ], flipped classrooms [ 63 ], and laboratories [ 64 ], but not in the context of MOOCs. It is contended that boundary conditions should be hypothesized as a means of theory development and that multimedia learning researchers should identify boundary conditions for effective video-based learning in MOOCs in order to understand how multimedia design principles work across different educational contexts [ 26 ]. MOOC participants often encounter difficulties in comprehending key concepts, leading to disengagement and course abandonment [ 65 ].…”

“…Although potentially important video production features have been identified, we maintain that the effectiveness of these features should be determined in future MOOC research. The effectiveness of video production features may be moderated by environmental factors [ 26 ], such as the discipline of study and the learning objectives. For instance, including subtitles in instructional videos was found to positively affect learning performance in the context of second-language acquisition [ 74 , 75 ], whereas it had no effect on immediate comprehension when the topic of the video pertained to stem cells [ 76 ].…”

“…Unlike instructional video users in flipped and traditional classrooms [ 24 ], MOOC learners often watch videos in isolation from their classmates and receive limited support from instructors and peers [ 25 ]. Video production features proven efficacious in laboratory and face-to-face instructional conditions may not be effective in MOOCs, and vice versa [ 26 ]. As such, it is important to know which such production features MOOC learners find helpful prior to deciding whether or not to incorporate them.…”

Eye-Tracking Technology in Dentistry: A Review of Literature

“…A study by Barabanti and his colleagues found that using eye-tracking technology identified areas of improvement in the ergonomic design of dental workstations [9]. Another study identified applications of eye tracking in dentistry, such as the assessment of ergonomic positions, evaluation of treatment outcomes, and patient communication [10].…”

Choosing optimal means of knowledge visualization based on eye tracking for online education

“…Many studies suggest that the eye-tracking method could track the cognitive process of learning (Deng & Gao, 2022 ; Lai et al, 2013 ; Luo, 2021 ). So this method could be used for learning in multimedia (Alemdag & Cagiltay, 2018 ; Coskun & Cagiltay, 2022 ).…”