Looking through the model’s eye: A systematic review of eye movement modeling example studies

Tunga, Yeliz; Çağıltay, Kürşat

doi:10.1007/s10639-022-11569-5

Cited by 9 publications

(4 citation statements)

References 74 publications

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“…There is an increasing interest in use of the eye-tracking measurement for instructional purposes, where teachers could receive feedback on their own observation skills (Tunga and Cagiltay, 2023). For example, eye movement modeling examples (EMME) are novel learning materials for these purposes, as modern eye-trackers can record individuals' eye-movements in a reusable format (Tunga and Cagiltay, 2023). Previous eye-tracking studies have shown that there are differences between experts and novices regarding eye-movement (Lowe, 1999;Jarodzka et al, 2010).…”

Section: University Teachers' (Mis)conceptions and Professional Visio...mentioning

confidence: 99%

University teachers’ professional vision with respect to their conceptions of teaching and learning: findings from an eye-tracking study

2023

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This study investigated how university teachers’ (mis)conceptions of teaching and learning are related to their ability to notice and interpret pedagogically significant incidents in the classroom, that is their professional vision. Additionally, we examined whether university teachers can be supported in their development of conceptual understanding and professional vision through a short pedagogical training. A total of 32 university teachers who participated in this study completed a teacher conception questionnaire and an eye-tracking measurement with a stimulated retrospective recall (SRR) interview. A pre-test/post-test design was utilized. The findings indicate that in general, professional vision scores and (mis)conceptions of teaching and learning did not correlate. However, with regard to classroom incidents where teachers’ visual attention needed to be selectively allocated due to simultaneous interactions, university teachers with more misconceptions and less sophisticated conceptions of teaching and learning tended to focus on the teacher’s actions in the classroom. By contrast, university teachers with fewer misconceptions and with more sophisticated conceptions of teaching and learning tended to focus on students’ actions. University teachers’ less sophisticated conceptions became more sophisticated as a result of pedagogical training. Additionally, statistically significant improvements in participants’ noticing were identified, but interestingly not in their interpreting skills. The results emphasize the relevance of the need for pedagogical training and the development of conceptual understanding for university teachers in relation to learning theories in order to support their pedagogical expertise as well as their professional vision.

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Section: University Teachers' (Mis)conceptions and Professional Visio...mentioning

confidence: 99%

University teachers’ professional vision with respect to their conceptions of teaching and learning: findings from an eye-tracking study

2023

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“…Firstly in the form of gaze cueing, in which visual prompts are given to direct the trainee's attention towards relevant areas of the visual scene [30]. Secondly, through showing the trainee the typical gaze patterns of domain experts, which is known as either eye movement modelling [31,72] or feedforward eye movement training [61,80,85]. Finally, the trainee can be shown their own eye movements as a form of feedback, which is known as feed-back eye movement training [24,25,81].…”

Section: Introductionmentioning

confidence: 99%

Attention computing for enhanced visuomotor skill performance: Testing the effectiveness of gaze-adaptive cues in virtual reality golf putting

Harris,

Donaldson,

Bray

et al. 2024

Multimed Tools Appl

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This work explored how immersive technologies like virtual reality can be exploited for improved motor learning. While virtual reality is becoming a practical replacement for training that is otherwise expensive, dangerous, or inconvenient to deliver, virtual simulations can also enhance the learning process. Based on the concept of ‘attention computing’, we developed and tested a novel ‘gaze-adaptive’ training method within a virtual putting environment augmented with eye and motion tracking. To our knowledge, this work is the first application of attention computing and adaptive virtual reality to sports skill training. Novice golfers were randomly assigned to either standard putting practice in virtual reality (control) or gaze-adaptive training conditions. For gaze-adaptive training, the golf ball was sensitive to the participant’s gaze and illuminated when fixated upon, to prompt longer and more stable pre-shot fixations. We recorded the effect of these training conditions on task performance, gaze control, and putting kinematics. Gaze-adaptive training was successful in generating more expert-like gaze control and putting kinematics, although this did not transfer to improved performance outcomes within the abbreviated training paradigm. These findings suggest that gaze-adaptive environments can enhance visuomotor learning and may be a promising method for augmenting virtual training environments.

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Section: Introductionmentioning

confidence: 99%

Attention computing for enhanced visuomotor skill performance: Testing the effectiveness of gaze-adaptive cues in virtual reality golf putting

Harris¹,

Donaldson²,

Bray³

et al. 2023

Preprint

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This work explored how immersive technologies like virtual reality can be exploited for improved motor learning. While virtual reality is becoming a practical replacement for training that is otherwise expensive, dangerous, or inconvenient to deliver, virtual simulations can also enhance the learning process. Based on the concept of ‘attention computing’, we developed and tested a novel ‘gaze-adaptive’ training method within a virtual putting environment augmented with eye and motion tracking. Novice golfers were randomly assigned to either standard putting practice in virtual reality (control) or gaze-adaptive training conditions. For gaze-adaptive training, the golf ball was sensitive to the participant’s gaze and illuminated when fixated upon, to prompt longer and more stable pre-shot fixations. We recorded the effect of these training conditions on task performance, gaze control, and putting kinematics. Gaze-adaptive training was successful in generating more expert-like gaze control and putting kinematics, although this did not transfer to improved performance outcomes within the abbreviated training paradigm. These findings suggest that gaze-adaptive environments can enhance visuomotor learning and may be a promising method for augmenting virtual training environments.

show abstract

Looking through the model’s eye: A systematic review of eye movement modeling example studies

Cited by 9 publications

References 74 publications

University teachers’ professional vision with respect to their conceptions of teaching and learning: findings from an eye-tracking study

University teachers’ professional vision with respect to their conceptions of teaching and learning: findings from an eye-tracking study

Attention computing for enhanced visuomotor skill performance: Testing the effectiveness of gaze-adaptive cues in virtual reality golf putting

Attention computing for enhanced visuomotor skill performance: Testing the effectiveness of gaze-adaptive cues in virtual reality golf putting

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