جستجوی مقالات مرتبط با کلیدواژه "ردیابی چشم" در نشریات گروه "علوم تربیتی"

Paying attention to educational stimuli is the first step in the process of perception and learning. Many researches have been done in the field of learning styles and learning preferences, however, little research has been done in the field of learners' attention using new cognitive neuroscience tools such as eye tracking devices. The purpose of this research is to investigate the effect of visual elements on the attention of students with a visual learning style in virtual classes using an eye tracking device. To achieve the goal, the quasi-experimental method, single subject with A-B-A design was used. The data collection tool in this research was Felder and Solomon's learning style questionnaire and eye tracking device. First, the participant with the dominant visual style was identified., then, in accordance with the ethical principles, the participant was trained at each stage during 8 sessions in the virtual classroom, and the level of attention of the participant to different visual and textual points was evaluated with an eye tracking device. To analyze the data, repeated measurement analysis, visual diagram analysis and heatmap analysis were used. The findings of the research showed that with the addition of visual elements such as the instructor's camera to the content , the learner's attention to the entire page increases F(2,14)=5.087,p= 0.022.

Eye tracking is a technology for measuring eye movements when looking at a point. The length of time tolook at a particular situation, the sequence of observations, as well as points of attention are processedin the process of eye tracking and eye movements are identified by topics such as fixation, saccade, etc.Information about how the eyes move at a special moment has many potential applications in educatingchildren with special needs. The present study has reviewed these applications by reviewing articlesrelated to the field of eye tracking. The results indicate that eye tracking technology can be used to screenfor dyslexia and autism spectrum disorder as well as to accurately diagnose Attention Deficit HyperactivityDisorder. The results of the present study also show that it is possible to recognize the visual abilities ofchildren with special mental needs, improve the speech reading of hearing impaired children, strengthen thecommunication abilities of children with multiple disabilities and improve cognitive inhibition of children withattention deficit hyperactivity disorder by this technology. The findings of the present study indicate that eyetracking technology not only suitable for early diagnosis of some cognitive disorders but also this technologycan be used to rehabilitate these affected students.