A Motivational Determinant of Facial Emotion Recognition : Regulatory Focus Affects Recognition of Emotions in Faces

Funding: The research was supported by The Netherlands Organization for Scientific Research (NWO, project 452-07-006). The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.Peer reviewedPublisher PD

Eye tracking in Educational Science: Theoretical frameworks and research agendas

Eye tracking is increasingly being used in Educational Science and so has the interest of the eye tracking community grown in this topic. In this paper we briefly introduce the discipline of Educational Science and why it might be interesting to couple it with eye tracking research. We then introduce three major research areas in Educational Science that have already successfully used eye tracking: First, eye tracking has been used to improve the instructional design of computer-based learning and testing environments, often using hyper- or multimedia. Second, eye tracking has shed light on expertise and its development in visual domains, such as chess or medicine. Third, eye tracking has recently been also used to promote visual expertise by means of eye movement modeling examples. We outline the main educational theories for these research areas and indicate where further eye tracking research is needed to expand them

Applied eye tracking research

Jarodzka, H. (2010, 12 November). Applied eye tracking research. Presentation and Labtour for Vereniging Gewone Leden in oprichting (VGL i.o.), Heerlen, The Netherlands: Open University of the Netherlands.This presentation was part of a lab tour

Capturing teacher priorities: Using real-world eye-tracking to investigate expert teacher priorities across two cultures

Classroom teaching is complex. In the classroom, teachers must readily attend to disruptions and successfully convey new tasks and information. Outside the classroom, teachers must organise their priorities that are important for successful student learning. In fact, differing gaze patterns can reveal the varying priorities that teachers have. Teacher priorities are likely to vary with classroom expertise and can conceivably change with culture too. Therefore, the present study investigated expertise related and cultural teacher priorities by analysing their gaze proportions. To obtain this data, 40 secondary school teachers wore eye-tracking glasses during class time, with 20 teachers (10 expert; 10 novice) from the UK and 20 teachers (10 expert; 10 novice) from Hong Kong. We analysed gaze proportions during teachers' attentional (i.e., information-seeking, e.g., teacher questioning students) and communicative (i.e., information-giving, e.g., teacher lecturing students) gaze. Regardless of culture, expert teachers' gaze proportions revealed prioritisation of students, whereas novice teachers gave priority to non-instructional (i.e., not students, teacher materials, or student materials) classroom regions. Hong Kong teachers prioritised teacher materials (e.g., whiteboard) during communicative gaze whereas UK teachers prioritised non-instructional regions. Regarding culture-specific expertise, with Hong Kong experts prioritised teacher materials more than UK experts who, in turn, did so more than UK novices. We thus demonstrate the role of implicit teacher gaze measures as micro-level indicators of macro-level and explicit aspects of instruction, namely teacher priority

A vector-based, multidimensional scanpath similarity measure

Jarodzka, H., Holmqvist, K., & Nyström, M. (2010). A vector-based, multidimensional scanpath similarity measure. In C. Morimoto & H. Instance (Eds.), Proceedings of the 2010 Symposium on Eye Tracking Research & Applications ETRA ’10 (pp. 211-218). New York, NY: ACM.A great need exists in many fields of eye-tracking research for a robust and general method for scanpath comparisons. Current mea sures either quantize scanpaths in space (string editing measures like the Levenshtein distance) or in time (measures based on attention maps). This paper proposes a new pairwise scanpath similarity measure. Unlike previous measures that either use AOI sequences or forgo temporal order, the new measure defines scanpaths as a series of geometric vectors and compares temporally aligned scanpaths across several dimensions: shape, fixation position, length, direction, and fixation duration. This approach offers more multifaceted insights to how similar two scanpaths are. Eight fictitious scanpath pairs are tested to elucidate the strengths of the new measure, both in itself and compared to two of the currently most popular measures - the Levenshtein distance and attention map corre- lation

Space-variant spatio-temporal filtering of video for gaze visualization and perceptual learning

Dorr, M., Jarodzka, H., & Barth, E. (2010). Space-variant spatio-temporal filtering of video for gaze visualization and perceptual learning. In C. Morimoto & H. Instance (Eds.), Proceedings of the 2010 Symposium on Eye Tracking Research & Applications ETRA ’10 (pp. 307-314). New York, NY: ACM.We introduce an algorithm for space-variant filtering of video based on a spatio-temporal Laplacian pyramid and use this algorithm to render videos in order to visualize prerecorded eye movements. Spatio-temporal contrast and colour saturation are reduced as a function of distance to the nearest gaze point of regard, i.e. non- fixated, distracting regions are filtered out, whereas fixated image regions remain unchanged. Results of an experiment in which the eye movements of an expert on instructional videos are visualized with this algorithm, so that the gaze of novices is guided to relevant image locations. Results show that this visualization technique facilitates the novices’ perceptual learning

Behind the scenes: Impact of virtual backgrounds in educational videos on visual processing and learning outcomes

The increasing use of instructional videos in educational settings has emphasized the need for a deeper understanding of their design requirements. This study investigates the impact of virtual backgrounds in educational videos on students' visual information processing and learning outcomes.  Participants aged 14-17 (N=47) were randomly assigned to one of three conditions: a video with a neutral, authentic, or off-topic background. Their prior knowledge and working memory capacity (WMC) were measured before watching the video, and eye tracking data was collected during the viewing. Learning outcomes and student experiences were assessed after viewing. The eye tracking data revealed that a neutral background was the least distracting, allowing students to pay better attention to relevant parts of the video. Students found the off-topic background most distracting, but the negative effect on learning outcomes was not statistically significant. In contrast to expectations, no positive effect was observed for the authentic background. Furthermore, WMC had a significant impact on visual information processing and learning outcomes. These findings suggest that educators should consider using neutral backgrounds in educational videos, particularly for learners with lower WMC. Consequently, this research underscores the significance of careful design considerations in the creation of instructional videos