Perspectives in eye-tracking technology for applications in education

South African Journal of Childhood Education

Field Value
Title Perspectives in eye-tracking technology for applications in education
Creator da Silva Soares Jr, Raimundo Barreto, Candida Sato, João R.
Subject Educational Neuroscience, Pupillometry, Eye tracker eye-tracking; eye movements; mathematics education; pupillometry; educational neuroscience.
Description Background: Many students struggle with mathematics difficulties, such as arithmetic problem-solving, intuitive geometry concepts and learning disabilities. Currently, there is an increasingly interesting in applying neuroscientific research paradigms to elucidate mathematical thinking and neural mechanisms that underlie academic achievement. On this matter, eye-tracking technology has been a valuable option for educational research. It provides a non-invasive and real-time measurement of participants’ eye movements and pupil sizes during cognitive tasks. Moreover, the eye-tracker device is portable, allowing more ecological educational experimentations.Aim: Our main goals are to provide an overview and different opportunities for educational eye-tracking research to investigate mathematical thinking at schools.Setting: This study was conducted in Sao Bernardo do Campo, Sao Paulo, Brazil.Methods: This is a perspective article that briefly introduces the eye-tracking technique and describes its possible use in educational research.Results: We present the popular measures and the trends of this technology that could enable educational practitioners and scientists to apply the eye-tracking system to benefit teaching and learning mathematics in naturalistic research.Conclusion: The eye-tracking provides insights for innovative approaches to promote evidence-based practices and new interventions through self-directed learning and metacognition skills that could be helpful in mathematics education.Contribution: This article provides insight into eye-tracking system utility in educational research regarding the mathematics teaching–learning process.
Publisher AOSIS
Contributor Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) - Finance Code 001 São Paulo Research Foundation (FAPESP, Grants Nos. 2018/21934-5 and 2018/04654-9)
Date 2023-06-19
Type info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion — —
Format text/html application/epub+zip text/xml application/pdf
Identifier 10.4102/sajce.v13i1.1204
Source South African Journal of Childhood Education; Vol 13, No 1 (2023); 8 pages 2223-7682 2223-7674
Language eng
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Rights Copyright (c) 2023 Raimundo da Silva Soares Jr, Candida Barreto, Joao Ricardo Sato