The basic concepts of visual attention and eye-movement behavior and how to use these concepts in an academic text
How visual attention is related to learning and get an overview of educational eye-tracking research
The possibilities and limitations of eye-tracking methodology and how to design a study using eye-tracking methods
The field is developing fast, and the teacher will update the list of articles to read at the beginning of the course.
Set reading:
Holmqvist, K., Nyström, M., Andersson, R., Dewhurst, R., Jarodzka, H., & Van de Weijer, J. (2011). Eye tracking: A comprehensive guide to methods and measures. Oxford, England: Oxford University Press.
Hyönä J. (2010). The use of eye movements in the study of multimedia learning. Learning and Instruction, 20, 172–176.
Jarodzka, H. M., Holmqvist, K., & Gruber, H. (2017). Eye tracking in educational science: Theoretical frameworks and research agendas. Journal of Eye Movement Research, 10(1), 1-18.
Just, M. A. & Carpenter, P. A. (1980). A theory of reading: From eye fixations to comprehension. Psychological Review, 87 (4), 329–354.
Orquin, J. L., Holmqvist, K., Schulte-Mecklenbeck, M., Kühberger, A., & Johnson, J. G. (2019). A primer on eye-tracking methodology for behavioral science. A handbook of process tracing methods, 53.
Supplementary reading:
Bertram, R., Kaakinen, J., Bensch, F., Helle, L., Lantto, E., Niemi, P. & Lundbom, N. (2016). Eye movements of radiologists reflect expertise in CT study interpretation: A potential tool to measure resident development. 281(3),805-815.
Charness, N., Reingold, E. M., Pomplun, M. & Stampe, D. M. (2001). The perceptual aspect of skilled performance in chess: Evidence from eye movements. Memory & Cognition , 29(8), 1146–1152.
Eitel, A., Scheiter, K., Schüler, A., Nyström, M., & Holmqvist, K. (2013). How a picture facilitates the process of learning from text: Evidence for scaffolding. Learning and Instruction, 28, 48-63.
Haataja, E., Garcia Moreno-Esteva, E., Salonen, V., Laine, A., Toivanen, M., & Hannula, M. S. (2019). Teacher's visual attention when scaffolding collaborative mathematical problem solving. Teaching and Teacher Education, 86, [102877]. https://doi.org/10.1016/j.tate.2019.102877(Öppnas i en ny flik)
Hyönä J. & Niemi, P. (1990). Eye movements in repeated reading of a text. Acta Psychologica, 73, 259–280.
Limbu, B. H., Jarodzka, H., Klemke, R., & Specht, M. (2018). Using sensors and augmented reality to train apprentices using recorded expert performance: A systematic literature review. Educational Research Review, 25, 1-22.
Magnussen, R., Zachariassen, M., Kharlamov, N., & Larsen, B. (2017). Mobile eye tracking methodology in informal E-learning in social groups in technology-enhanced science centres. Electronic Journal of E-Learning, 15(1), 46-–58.
McIntyre, N. A., Mainhard, M. T., & Klassen, R. M. (2017). Are you looking to teach? Cultural, temporal and dynamic insights into expert teacher gaze. Learning and Instruction, 49, 41-53. doi: 10.1016/j.learninstruc.2016.12.005
Rayner, K. (1998). Eye movements in reading and information processing: 20 years of research. Psychological Bulletin, 124(3), 372.
Rogers, S. L., Speelman, C. P., Guidetti, O., & Longmuir, M. (2018). Using dual eye tracking to uncover personal gaze patterns during social interaction. Scientific reports, 8(1), 4271. doi: 10.1038/s41598-018-22726-7
Schneider, B., Sharma, K., Cuendet, S., Zufferey, G., Dillenbourg, P., & Pea, R. (2018). Leveraging mobile eye-trackers to capture joint visual attention in co-located collaborative learning groups. International Journal of Computer-Supported Collaborative Learning, 13(3), 241–261. doi: 10.1007/s11412-018-9281-2
Tatler, B., & Land, M. (2015). Everyday visual attention. In J. Fawsett, E. Risko, & A. Kingstone (Eds.), The handbook of attention (pp. 391-421). Cambridge, MA: MIT Press.
Wolff, C. E., van den Bogert, N., Jarodzka, H., & Boshuizen, H. P. (2015). Keeping an eye on learning: Differences between expert and novice teachers’ representations of classroom management events. Journal of Teacher Education, 66(1), 68-85.
Completion methods
The course consists of a seminar and literature. The course is completed by active seminar participation and writing an academic paper. The paper can be, for example, a research plan for a project applying eye-tracking methods, a method chapter for a thesis using eye-tracking research, or a review article on visual attention.
Achieving the learning outcomes requires a good command of the content of the lectures and group work sessions.
Assessment practices and criteria
The academic paper is assessed according to the learning outcomes. The student should use relevant concepts in their text in an appropriate way. Their paper should show an understanding for how visual attention is related to learning and what kind of research has been done in the field. The paper should also indicate that the student understands the possibilities and limitations of eye-tracking methodology.
Activities and methods in support of learning
The course follows a seminar mode. The participants get advance reading task for most of the seminar meetings. The seminar time is used for various activities, including discussions, group work, method workshops, and student and teacher presentations. The students get to collect and analyze eye-tracking data.
Target groups
Course is optional for students in Educational Sciences.
Teaching period when the course will be offered
4. period
Recommended time or stage of studies for completion
