Název: A scoping review of webcam eye tracking in learning and education
Zdrojový dokument: Studia paedagogica. 2023, roč. 28, č. 3, s. [113]-131
Rozsah
[113]-131
-
ISSN1803-7437 (print)2336-4521 (online)
Trvalý odkaz (DOI): https://doi.org/10.5817/SP2023-3-5
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/digilib.79681
Type: Článek
Jazyk
Licence: Neurčená licence
Přístupová práva
otevřený přístup
Upozornění: Tyto citace jsou generovány automaticky. Nemusí být zcela správně podle citačních pravidel.
Abstrakt(y)
The use of eye tracking in educational research has shown great potential in recent decades. There are various approaches to the usage of eye tracking technology in this area, including investigation of self-regulated learning from different types of learning environments. Nonetheless, the majority of published research studies have one tremendous limitation: using expensive remote or tower-based eye trackers to provide high-quality data in laboratory conditions. Now, new webcam eye trackers may offer an easily affordable approach allowing eye tracking measurements in the real environment, such as the investigation of learning behavior in online learning environments. The main aim of this scoping review is to explore the use of webcam eye tracking technology in the field of learning and education. We established three specific purposes: 1) to introduce educational topics being explored using webcam eye tracking, 2) to discuss the methodological aspects when exploring educational topics with webcam eye tracking, and 3) to investigate the eye tracking aspects used for the analysis. To do this, we analyzed 16 studies that used webcam eye tracking. The results of the scoping review show that 1) selected studies focus mainly on students’ behavior in online learning environments, such as engagement, lack of attention, cheating and others; 2) a wide range of studies aimed at the development of automatized detection tools; and 3) studies are mainly focused on extracting raw and event data features using them mostly for automatized detection purposes.
Note
This study is an outcome of the project "Multimodal learning analytics to study self-regulated learning processes within learning management systems" (21-08218S) funded by the Czech Science Foundation.
Reference
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[26] Papoutsaki, A., Sangkloy, P., Laskey, J., Daskalova, N., Huang, J., & Hays, J. (2016). WebGazer: Scalable Webcam Eye Tracking Using User Interactions. In Proceedings of the Twenty-Fifth International Joint Conference on Artificial Intelligence, 3839-3845.
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[28] Robal, T., Zhao, Y., Lofi, Ch., & Hauff, C. (2018). Webcam-based Attention Tracking in Online Learning: A Feasibility Study. In IUI '18: 23rd International Conference on Intelligent User Interfaces. https://doi.org/10.1145/3172944.3172987
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[3] Antonietti, A., Colombo, B., & Di Nuzzo, C. (2014). Metacognition in self-regulated multimedia learning: Integrating behavioural, psychophysiological and introspective measures. Learning, Media and Technology, 40(2), 187-209. https://doi.org/10.1080/17439884.2014.933112
[4] Aromataris, E., & Munn, Z. (Eds.). (2020). JBI Manual for Evidence Synthesis. JBI. https://doi.org/10.46658/JBIMES-20-01
[5] Blikstein, P., & Worsley, M. (2016). Multimodal learning analytics and education data mining: Using computational technologies to measure complex learning tasks. Journal of Learning Analytics, 3(2), 220-238. https://doi.org/10.18608/jla.2016.32.11
[6] Burton, L., Albert, W., & Flynn, M. (2014). A comparison of the performance of webcam vs. infrared eye tracking technology. Proceedings of the Human Factors and Ergonomics Society Annual Meeting, 58(1), 1437-1441. https://doi.org/10.1177/1541931214581300
[7] Calabrich, S. L., Oppenheim, G. M., & Jones, M. W. (2021a). Episodic memory cues in acquisition of novel visual-phonological associations: A webcam-based eye tracking study. Proceedings of the Annual Meeting of the Cognitive Science Society, 43. https://escholarship.org/uc/item/76b3c54t
[8] Calabrich, S. L., Oppenheim, G. M., & Jones, M. W. (2021b). Audiovisual learning in dyslexic and typical adults: Modulating influences of location and context consistency. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.754610
[9] Carneiro, R., Lefrere, P., Steffens, K., & Underwood, J. (2011). Self-regulated learning in technology enhanced learning environments: A European perspective. Sense Publishers.
[10] Catrysse, L., Gijbels, D., Donche, V., De Maeyer, S., Lesterhuis, M., & Van den Bossche, P. (2018). How are learning strategies reflected in the eyes? Combining results from self-reports and eye tracking. British Journal of Educational Psychology, 88(1), 118-137. https://doi.org/10.1111/bjep.12181
[11] De la Torre, F., Chu, W.S., Xiong, X., Vicente, F., Ding, X., Cohn, J. F. (2015). IntraFace. In IEEE International Conference on Automatic Face and Gesture Recognition (FG), Ljubljana, Slovenia.
[12] Dilini, N., Senaratne, A., Yasarathna, T., Warnajith, N., & Senevirante, L. (2021). Cheating detection in browser-based online exams through eye gaze tracking. In 6th International Conference on Information Technology Research (ICITR). https://doi.org/10.1109/ICITR54349.2021.9657277
[13] Dostálová, N., Juhaňák, L., & Plch, L. (2022). A Narrative Review of Eye tracking Research on Self-Regulated Learning from Multimedia Learning Materials in Higher Education. Studia Paedagogica, 27(2), 77-96. https://dx.doi.org/10.5817/SP2022-2-4
[14] Guan, X., Lei, Ch., Huang, Y., Chen, Y., Du, H., Zhang, S., & Feng, X. (2022). An analysis of reading process based on real-time eye tracking data with web-camera—Focus on English reading at higher education level. In Proceedings of the 4th Workshop on Predicting Performance Based on the Analysis of Reading Behavior, March 21-22, 2022.
[15] 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 University Press.
[16] Hutt, S., Wong, A., Papoutsaki, A., Baker, R. S., Gold, J. I., & Mills, C. (2022). Webcam-based eye tracking to detect mind wandering and comprehension errors. Behavior Research Methods, 56. https://doi.org/10.3758/s13428-022-02040-x
[17] Khan, A. R., Khorsravi, S., Hussain, S., Ghannam, R., Zoha, A., & Imran, M. A. (2022). EXECUTE: Exploring Eye Tracking to Support E-learning. In Global Engineering Education Conference (EDUCON). https://doi.org/10.1109/EDUCON52537.2022.9766506
[18] Koshravi, S., Khan, A. R., Zoha, A., & Ghannam, R. (2022). Self-Directed Learning using Eye-Tracking: A Comparison between Wearable Head-worn and Webcam-based Technologies. In Global Engineering Education Conference (EDUCON). https://doi.org/10.1109/EDUCON52537.2022.9766468
[19] Lai, M. L., Tsai, M. J., Yang, F. Y., Hsu, Ch. Y., Liu, T. Ch., Lee, S. W. Y., Lee, M. H., Chiou, G. L., Liang, J. Ch., Tsai, & Ch. Ch. (2013). A review of using eye tracking technology in exploring learning from 2000 to 2012. Educational Research Review, 10, 90-115. https://doi.org/10.1016/j.edurev.2013.10.001
[20] Li, J., Ngai, G., Leong, H. V., & Chan, S. C. F. (2016). Multimodal Human Attention Detection for Reading from Facial Expression, Eye Gaze, and Mouse Dynamics. ACM SIGAPP Applied Computing Review, 16(3), 37-49. https://doi.org/10.1145/3015297.3015301
[21] Lin, Z., Liu, Y., Wang, H., Liu, Z., Cai, S., Zheng, Z., Zhou, Y., & Zhang, X. (2022). An eye tracker based on webcam and its preliminary application evaluation in Chinese reading tests. Biomedical Signal Processing and Control, 74, 103521. https://doi.org/10.1016/j.bspc.2022.103521
[22] Madsen, J., Júlio, S. U., Gucik, P. J., Steinberg, R., & Parra, L. C. (2021). Synchronized eye movements predict test scores in online video education. PNAS, 118(5). https://doi.org/10.1073/pnas.2016980118
[23] Munn, Z., Peters, M. D. J., Stern, C., Tufanaru, C., McArthur, A., & Aromataris, E. (2018). Systematic review or scoping review? Guidance for authors when choosing between a systematic or scoping review approach. BMC Medical Research Methodology, 18(1), 143. https://doi.org/10.1186/s12874-018-0611-x
[24] Ochoa, X. (2017). Multimodal Learning Analytics. In C. Lang, G. Siemens, A. Wise, & D. Gašević (Eds.), Handbook of Learning Analytics (pp. 129-141). Society for Learning Analytics Research.
[25] Panadero, E. (2017). A Review of Self-regulated Learning: Six Models and Four Directions for Research. Frontiers in Psychology, 8(422), 1-28. https://doi.org/10.3389/fpsyg.2017.00422
[26] Papoutsaki, A., Sangkloy, P., Laskey, J., Daskalova, N., Huang, J., & Hays, J. (2016). WebGazer: Scalable Webcam Eye Tracking Using User Interactions. In Proceedings of the Twenty-Fifth International Joint Conference on Artificial Intelligence, 3839-3845.
[27] Rayner, K. (1998). Eye movements in reading and information processing: 20 years of research. Psychological Bulletin, 124(3), 372-422. https://doi.org/10.1037/0033-2909.124.3.372
[28] Robal, T., Zhao, Y., Lofi, Ch., & Hauff, C. (2018). Webcam-based Attention Tracking in Online Learning: A Feasibility Study. In IUI '18: 23rd International Conference on Intelligent User Interfaces. https://doi.org/10.1145/3172944.3172987
[29] Scheiter, K., Schubert, C., & Schüler, A. (2018). Self-regulated learning from illustrated text: Eye movement modelling to support use and regulation of cognitive processes during learning from multimedia. British Journal of Educational Psychology, 88(1), 80-94. https://doi.org/10.1111/bjep.12175
[30] Semmelmann, K., & Weigelt, S. (2017). Online webcam-based eye tracking in cognitive science: A first look. Behavior Research Methods, 50(2), 451-465. https://doi.org/10.3758/s13428-017-0913-7
[31] Skovsgaard, H., Agustin, J. S., Johansen, S. A., Hansen, J. P., Tall, M. (2011). Evaluation of a remote webcam-based eye tracker. In NGCA '11: Proceedings of the 1st Conference on Novel Gaze-Controlled Applications. https://doi.org/10.1145/1983302.1983309
[32] Šmideková, Z. (2018). Eye tracking v prostredí školskej triedy. Pedagogika, 68(1), 25-50. https://doi.org/10.14712/23362189.2017.773
[33] Taub, M., & Azevedo, R. (2018). How does prior knowledge influence eye fixations and sequences of cognitive and metacognitive SRL processes during learning with an intelligent tutoring system?. International Journal of Artificial Intelligence in Education, 29, 1-28. https://doi.org/10.1007/s40593-018-0165-4
[34] Tricco, A. C., Lillie, E., Zarin, W., O'Brien, K. K., Colquhoun, H., Levac, D., Moher, D., Peters, M. D. J., Horsley, T., Weeks, L., Hempel, S., Akl, E. A., Chang, C., McGowan, J., Stewart, L., Hartling, L., Aldcroft, A., Wilson, M. G., Garritty, C., Lewin, S., Godfrey Ch., M., Macdonald, M., T., Langlois, E., V., Soares-Weiser, K., Moriaty, J., Clifford, T., Tunçalp, Ö., & Straus, S. E. (2018). PRISMA Extension for Scoping Reviews (PRISMA-ScR): Checklist and Explanation. Annals of Internal Medicine, 169(7), 467-473. https://doi.org/10.7326/M18-0850
[35] Wisiecka, K., Krejtz, I., Sromek, D., Cellary, A., Lewandowska, B., & Duchowski, A. (2022). Comparison of Webcam and Remote Eye Tracking. ETRA '22, 32, 1-7. https://doi.org/10.1145/3517031.3529615
[36] Wong, A. Y., Bryck, R. L., Baker, R. S., Hutt, S., & Mills, C. (2023). Using a Webcam Based Eye-tracker to Understand Students' Thought Patterns and Reading Behaviors in Neurodivergent. In LAK23: 13th International Learning Analytics and Knowledge Conference (LAK 2023), March 13-17, 2023, Arlington, TX, USA, ACM, New York, USA. https://doi.org/10.1145/3576050.3576115
[37] Worsley, M. (2018). Multimodal Learning Analytics' Past, Present, and Potential Futures. In A. Pardo, K. Bartimote, G. Lynch, S. Buckingham Shum, R. Ferguson, A. Merceron, & X. Ochoa (Ed.), Companion Proceedings of the 8th International Conference on Learning Analytics & Knowledge (LAK'18) (pp. 404-419). Society for Learning Analytics Research.
[38] Yi, J., Sheng, B., Shen, R., Lin, W., & Wu, E. (2015). Real Time Learning Evaluation Based on Gaze Tracking. In 14th International Conference on Computer-Aided Design and Computer Graphics. https://doi.org/10.1109/CADGRAPHICS.2015.13
[39] Zhao, Y., Lofi, Ch., & Hauff, C. (2017). Scalable Mind-Wandering Detection for MOOCs: A Webcam-Based Approach. In European Conference on Technology Enhanced Learning 2017. https://doi.org/10.1007/978-3-319-66610-5_24
[40] Zimmerman, B. J. (2000). Attaining Self-regulation: A Social Cognitive Perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of Self-regulation (pp. 13-40). Academic Press. https://doi.org/10.1016/B978-012109890-2/50031-7
[41] 11.2.7 Data extraction. (2022). JBI Manual for Evidence Synthesis. https://jbi-global-wiki.refined.site/space/MANUAL/4687700/11.2.7+Data+extraction