Using, Analyzing and Evaluating Eye-tracking at Different Educational Levels: Towards an Evaluation Framework for Impact Assessment

Abstract

This article presents general components of an evaluation framework for impact assessment based on former research and analysis of research publications. We collected data from three online databases (Google scholar, EBSCO host and Web of Science) using several combinations of search terms. It turned out that there is currently no evaluation framework for impact assessment that covers instructional design, competence development and educational policies. Thus, our long-term objective is the establishment of such an evaluation framework for impact assessment and its continuous validation and improvement. It should be applicable and beneficial for learning designers, providers, researchers and further stakeholders. In addition, it should be adaptable for different educational levels, such as school and higher education as well as lifelong learning. In this article we present first ideas, measures and indicators for the selected research example of eyetracking at different educational levels. They will build a first basis and structure of our planned evaluation framework for impact assessment with an outlook of our future research plans.

Applying Eye-Tracking Technology in the Field of Entrepreneurship Education

“…It can be used for optimising learning and teaching based on data-driven measurements and predictions and making the educational process more transparent (Jaakonmäki et al, 2020). Stracke and Skuballa (2021) proposed to apply eye tracking on different levels of education as a data collection and diagnostic tool within an emerging evaluation framework: for insights about teacher work and instructional materials at the micro-and meso-levels, and for making decisions about those on the macrolevel policy level.…”