3 research outputs found
Eye Gaze Assistance for a Game-Like Interactive Task
Human beings communicate in abbreviated ways dependent on prior interactions and shared knowledge. Furthermore, humans share information about intentions and future actions using eye gaze. Among primates, humans are unique in the whiteness of the sclera and amount of sclera shown, essential for communication via interpretation of eye gaze. This paper extends our previous work in a game-like interactive task by the use of computerised recognition of eye gaze and fuzzy signature-based interpretation of possible intentions. This extends our notion of robot instinctive behaviour to intentional behaviour. We show a good improvement of speed of response in a simple use of eye gaze information. We also show a significant and more sophisticated use of the eye gaze information, which eliminates the need for control actions on the user's part. We also make a suggestion as to returning visibility of control to the user in these cases
Eye Tracking to Support eLearning
Online eLearning environments to support student learning are of
growing importance. Students are increasingly turning to online
resources for education; sometimes in place of face-to-face
tuition. Online eLearning extends teaching and learning from the
classroom to a wider audience with different needs, backgrounds,
and motivations. The one-size-fits-all approach predominately
used is not effective for catering to the needs of all students.
An area of the increasing diversity is the linguistic background
of readers. More students are reading in their non-native
language. It has previously been established that first English
language (L1) students read differently to second English
language (L2) students. One way of analysing this difference is
by tracking the eyes of readers, which is an effective way of
investigating the reading process.
In this thesis we investigate the question of whether eye
tracking can be used to make learning via reading more effective
in eLearning environments. This question is approached from two
directions; first by investigating how eye tracking can be used
to adapt to individual student’s understanding and perceptions
of text. The second approach is analysing a cohort’s reading
behaviour to provide information to the author of the text and
any related comprehension questions regarding their suitability
and difficulty.
To investigate these questions, two user studies were carried out
to collect eye gaze data from both L1 and L2 readers. The first
user study focussed on how different presentation methods of text
and related questions affected not only comprehension performance
but also reading behaviour and student perceptions of
performance. The data from this study was used to make
predictions of reading comprehension that can be used to make
eLearning environments adaptive, in addition to providing
implicit feedback about the difficulty of text and questions.
In the second study we investigate the effects of text
readability and conceptual difficulty on eye gaze, prediction of
reading comprehension, and perceptions. This study showed that
readability affected the eye gaze of L1 readers and conceptual
difficulty affected the eye gaze of L2 readers. The prediction
accuracy of comprehension was consequently increased for the L1
group by increased difficulty in readability, whereas increased
difficulty in conceptual level corresponded to increased accuracy
for the L2 group. Analysis of participants’ perceptions of
complexity revealed that readability and conceptual difficulty
interact making the two variables hard for the reader to
disentangle. Further analysis of participants’ eye gaze
revealed that both the predefined and perceived text complexity
affected eye gaze. We therefore propose using eye gaze measures
to provide feedback about the implicit reading difficulty of
texts read.
The results from both studies indicate that there is enormous
potential in using eye tracking to make learning via reading more
effective in eLearning environments. We conclude with a
discussion of how these findings can be applied to improve
reading within eLearning environments. We propose an adaptive
eLearning architecture that dynamically presents text to students
and provides information to authors to improve the quality of
texts and questions