use of eye-tracking in science textbook analysis: a literature review

Martina Tóthová; Martin Rusek

doi:10.14712/18047106.1932

Vol. 12 No. 1 (2021): sciED Surveys

use of eye-tracking in science textbook analysis: a literature review

Martina Tóthová, ¹ Martin Rusek, ²

Charles University
Charles University, Faculty of Education, Department of Chemistry and Chemistry Education, Magdalény Rettigové 4, 116 39, Prague, The Czech Republic

DOI: https://doi.org/10.14712/18047106.1932

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How to Cite

Tóthová, M., & Rusek, M. (2021). use of eye-tracking in science textbook analysis: a literature review. Scientia in Educatione, 12(1), 63-74. https://doi.org/10.14712/18047106.1932

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Abstract

Contemporarily available technology has provided researchers quite an accessible method to see through students’ eyes. This offers researchers the chance to re-evaluate teaching materials from their, so far hidden, potential function’s point-of view. In this study, a literature review of research on science textbooks using the eye-tracking method is presented. Relevant journal articles or conference papers indexed on the Web of Science and Scopus databases were selected. From the original 112 papers, 18 were submitted to a thorough analysis after duplicate papers and papers not conforming to the topic were excluded. The studies’ characteristics, topics (influence of textbook design on student learning, distribution of attention, textbook effect etc.) and used methods (the device and measurement, additional methods, methodological issues) are included in the review. (Novice) science education researchers, state officers responsible for textbook evaluation, textbook authors or even teachers can profit from this overview, which clearly shows the state of the art as well as potential research directions.

Keywords textbooks eye-tracking science education literature review

References

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[1] Baptista, G. C. S., Santos, R. d. S., & Cobern, W.W. (2016). Perspectives on the origins of life in science textbooks from a christian publisher: Implications for teaching science. International Journal of Science and Mathematics Education, 14(2), 309–326. https://doi.org/10.1007/s10763-015-9641-6 Open DOI Search in Google Scholar

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[8] Cortes, K. L., Kammerdiener, K., & Randolph, A. (2018). Using multiple psychophysiological techniques to rriangulate the results of eye-tracking data. In Eye Tracking for the Chemistry Education Researcher (Vol. 1292, pp. 119–143). American Chemical Society. https://doi.org/10.1021/bk-2018-1292.ch007 Open DOI Search in Google Scholar

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[17] Hochpöchler, U., Schnotz, W., Rasch, T., Ullrich, M., Horz, H., McElvany, N., & Baumert, J. (2013). Dynamics of mental model construction from text and graphics. European Journal of Psychology of Education, 28(4), 1105–1126. https://doi.org/10.1007/s10212-012-0156-z Open DOI Search in Google Scholar

[18] Ishimaru, S., Bukhari, S. S., Heisel, C., Kuhn, J., & Dengel, A. (2016). Towards an intelligent textbook: eye gaze based attention extraction on materials for learning and instruction in physics. In Proceedings of the 2016 ACM international joint conference on pervasive and ubiquitous computing: Adjunct (pp. 1041–1045). https://doi.org/10.1145/2968219.2968566 Open DOI Search in Google Scholar

[19] Ishimaru, S., & Dengel, A. (2017). ARFLED: ability recognition framework for learning and education. In Proceedings of the 2017 ACM international joint conference on pervasive and ubiquitous computing and proceedings of the 2017 ACM international symposium on wearable computers (pp. 339–343). Association for Computing Machinery. https://doi.org/10.1145/3123024.3123200 Open DOI Search in Google Scholar

[20] Ishimaru, S., Jacob, S., Roy, A., Bukhari, S.S˙ ., Heisel, C., Großmann, N., Thees, M., Kuhn, J., & Dengel, A. (2017). Cognitive state measurement on learning materials by utilizing eye tracker and thermal camera. In 2017 14th IAPR international conference on document analysis and recognition (ICDAR) (pp. 32–36). https://doi.org/10.1109/ICDAR.2017.378 Open DOI Search in Google Scholar

[21] Jarodzka, H., Holmqvist, K., & Gruber, H. (2017). Eye tracking in educational science: Theoretical frameworks and research agendas. Journal of Eye Movement Research, 10(1), 1–18. https://doi.org/10.16910/jemr.10.1.3 Open DOI Search in Google Scholar

[22] Jian, Y.-C. (2016). Fourth graders’ cognitive processes and learning strategies for reading illustrated biology texts: Eye movement measurements. Reading Research Quarterly, 51(1), 93–109. https://doi.org/10.1002/rrq.125 Open DOI Search in Google Scholar

[23] Jian, Y.-C., & Ko, H.-W. (2017). Influences of text difficulty and reading ability on learning illustrated science texts for children: An eye movement study. Computers & Education, 113, 263–279. https://doi.org/10.1016/j.compedu.2017.06.002 Open DOI Search in Google Scholar

[24] Johnston, N., & Ferguson, N. (2020). University students’ engagement with textbooks in print and e-book formats. Technical Services Quarterly, 37(1), 24–43. https://doi.org/10.1080/07317131.2019.1691760 Open DOI Search in Google Scholar

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[27] Kaakinen, J.K., Lehtola, A., & Paattilammi, S. (2015). The influence of a reading task on children’s eye movements during reading. Journal of Cognitive Psychology, 27(5), 640–656. https://doi.org/10.1080/20445911.2015.1005623 Open DOI Search in Google Scholar

[28] Knecht, P., & Weinhofer, M. (2006). Jaká kritéria jsou důležitá pro učitele ZŠ při výběru učebnic zeměpisu? Výsledky výzkumné sondy provedené na jihomoravských základních školách. In Současné metodologické přístupy a strategie pedagogického výzkumu (s. 35–51). Západočeská univerzita v Plzni. Search in Google Scholar

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use of eye-tracking in science textbook analysis: a literature review

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