State‐of‐the‐Art of Eye Tracking in Mobile‐Assisted Learning Studies: A Review of Twenty Years of Empirical Studies.
Background: Recent research has demonstrated the potential of mobile‐assisted learning to enhance learners' learning outcomes. In contrast, the learning processes in this regard are much less explored using eye tracking technology. Objective: This systematic review study aims to synthesise the relev...
| Publicado en: | Journal of Computer Assisted Learning Vol. 41; no. 1; pp. 1 - 35 |
|---|---|
| Autores principales: | , , |
| Formato: | pictorial research systematic review tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Feb2025
|
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=183981466&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 183981466 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Feb2025 vid: 41 iid: 1 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 183981466 183981466 183981466 10.1111/jcal.13118 183981466 ppf: 1 ppct: 34 formats: tig: atl: State‐of‐the‐Art of Eye Tracking in Mobile‐Assisted Learning Studies: A Review of Twenty Years of Empirical Studies. aug: au: Hou, Jiarui Lee, James F. Doherty, Stephen affil: Faculty of Humanities and Social Sciences, City University of Macau, Macau SAR, China sug: subj: Eye Movements Learning Computers, Hand-Held Outcomes of Education Research, Medical Human Models, Educational Science Cognition Educational Technology Clinical Assessment Tools Task Performance and Analysis ERIC Database Publishing Technology Research Methodology Research Subjects Educational Status Models, Statistical Learning Methods Funding Source ab: Background: Recent research has demonstrated the potential of mobile‐assisted learning to enhance learners' learning outcomes. In contrast, the learning processes in this regard are much less explored using eye tracking technology. Objective: This systematic review study aims to synthesise the relevant work to reflect the current state of eye tracking use in mobile‐assisted learning research over the past 20 years. Method: Fifty‐two articles were identified using the Preferred Reporting Items for Systematic Reviews and Meta‐Analysis approach, and analysed based on the technology‐based learning model in five key dimensions: publication information, research domains, technologies, methods, and eye tracking‐related subdimensions. Results and Discussion: The findings indicate a growth in eye tracking studies from 2004 to 2023, with visual and cognitive science and educational technology being the most studied domains. Tablets were the most utilised medium, along with a usage shift towards tracking glasses. Experiment durations, participant numbers, and education levels varied across studies, but reading tasks were common. Questionnaires and tests were the main additional data collection methods, and fixation was the most frequently used category of eye tracking measures. Most studies provided no information on their defined interest areas, from which they extracted eye tracking data, and employed parametric or non‐parametric procedures to compare group means for data analysis. The studies primarily explored task performance, learning strategies, and learning tools, while multimedia learning, linguistic processing, and emotion received limited attention. Implications: The systematic review highlights research limitations of current practices for attention and suggests potential avenues for future eye tracking efforts in mobile‐assisted learning. pubtype: Academic Journal doctype: pictorial research systematic review tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|