| Sumario: | Background: The most challenging task in eye‐tracking‐based multimedia research is to establish a relationship between eye‐tracking metrics (or cognitive processes) and learners' performance scores. Additionally, there are current debates about the effectiveness of animations (or simulations) in promoting learning in multimedia settings. Objectives: As a result, the current study aimed to review eye tracking‐based research on learners' cognitive processes in the animated/simulated multimedia learning domain. Method: For this purpose, fifty‐seven (57) studies were systematically determined based on PRISMA guidelines, and they were synthesized. Results and Conclusions: The notable findings are that (1) most of the reviewed studies have tried to relate eye‐tracking measures to at least one cognitive process (e.g., selecting, organizing, and integrating) which are assumed to take place during multimedia learning; (2) eye‐tracking measurements show whether design features of animation are successful in directing learners' attention; (3) the success of animation in attention‐guiding to the relevant parts may not have a positive impact on learning because individual differences (e.g., prior knowledge, spatial ability, or working capacity) and animation content are the other factors that directly affect the effectiveness of animation over learning. Implications: The current study implies that (i) use of signaling cues in animated multimedia settings diminish visual search and promote higher learning scores, (ii) giving users control over animations causes negative outcomes (e.g., missing micro or macro events); (iii) research on animated multimedia learning should be replicated with the participant group from K‐12, special education (e.g., autistic children), and elders. Lay Description: What is already known about this topic: The use of animation in educational/non‐educational settings has been increased in recent times.Eye‐tracking technology has become a novel tool to understand learners' cognitive processes in animated multimedia learning settings.There are contradicted results regarding the effectiveness of animations over static displays in multimedia learning settings.It isn't easy to establish the relationship between eye movement measurements and learning performance scores. What this paper adds: The paper explores the relationship between learners' cognitive processes and their gaze behaviors in animated multimedia learning settings.The paper demonstrates literature gaps in animated multimedia settings.The paper shows the main reasons for failure in establishing the relationship between eye tracking metrics and learning performance scores.The paper recommends instructional design guidelines for researchers and professionals. Implications for practice and/or policy: Relational‐event, arrow, spreading‐color, and synchronized cueing are effective instructional ways to direct learners' attention to the relevant parts (e.g., animations, text, visuals).Employing narration in animated eBooks has positive impacts on children's learning.Giving learners too much freedom does not always promote learning performance in animated multimedia settings.The cognitive cue may be an alternative way for better visual search and learning performance in animated pedagogical agents.
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