Core Concepts
Attentive learners exhibit higher gaze synchronization during video lecture viewing, but gaze synchrony measures do not directly predict learning outcomes.
Abstract
This study examined the relationship between gaze synchrony and self-reported attention during a realistic video lecture learning scenario. The researchers employed two established measures to assess gaze synchrony: Kullback-Leibler divergence (KLD) of gaze density maps and MultiMatch scanpath comparison.
The key findings are:
Participants who self-reported as attentive exhibited significantly higher gaze synchronization compared to those who reported being inattentive, for both the KLD and MultiMatch measures.
While self-reported attention significantly predicted post-test scores, the gaze synchrony measures did not directly correlate with learning outcomes.
The MultiMatch measure, which incorporates temporal and spatial dimensions of gaze, showed the strongest association with self-reported attention, particularly in the fixation position similarity subdimension.
The results suggest that gaze synchrony provides insights into learners' engagement and attention alignment, but its direct use as an attention indicator poses challenges. Further research is needed to understand the interplay of attention, gaze synchrony, and video content type.
The study highlights the complexity of using gaze synchrony as a reliable indicator of attention in video-based learning and calls for more research to establish robust connections between eye movements, attention, and learning outcomes.
Stats
"Participants who self-reported as attentive demonstrated significantly higher inter-subject correlation of gaze position and pupil diameter (Estimate = 0.21, p < 0.01) compared to those who reported being inattentive."
"Participants who self-reported as attentive demonstrated significantly lower gaze divergence (Estimate = -0.36, p < 0.001) compared to those who reported being inattentive."
"Attentive learners demonstrated higher MultiMatch scanpath similarities (Estimate = 0.38, p < 0.001) compared to inattentive learners."
Quotes
"Attentive learners exhibited higher synchronization when students report attentiveness."
"The findings underscores the complexity of using gaze synchrony as a reliable indicator of attention."
"Further research is required to explore the interplay between attention, gaze synchrony, and the educational video type to better understand their relationship."