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Research on a quantification model of online learning cognitive load based on eye-tracking technology.

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Title: Research on a quantification model of online learning cognitive load based on eye-tracking technology.
Authors: Xue, Yaofeng1,2 (AUTHOR) yfxue@deit.ecnu.edu.cn, Zhu, Fangqing1 (AUTHOR), Li, Jiaxuan1 (AUTHOR)
Source: Multimedia Tools & Applications. May2025, Vol. 84 Issue 18, p18993-19007. 15p.
Subjects: Cognitive psychology, Cognitive analysis, Cognitive testing, Cognitive load, Online education, Eye movements
Abstract: Online learning is characterized by a high degree of complexity and a wealth of information when compared to traditional classroom learning. This can have an adverse influence on the learning outcomes of online learners. The paper builds a quantification model of online learning cognitive load based on non-invasive eye-tracking technology by combining three eye-movement indicators: fixation time, fixation count, and pupil diameter. This is based on the analysis of cognitive load and eye-tracking technology. The study then uses a significant amount of eye movement experimental data in conjunction with the cognitive load test that students take in an online learning environment to confirm the viability and effectiveness of the quantification methodology. The paper builds a quantification model of online learning cognitive load based on non-invasive eye-tracking technology by combining three eye-movement indicators: fixation time, fixation count, and pupil diameter. This is based on the analysis of cognitive load and eye-tracking technology. The study then uses a significant amount of eye movement experimental data in conjunction with the cognitive load test that students take in an online learning environment to confirm the viability and effectiveness of the quantification methodology. [ABSTRACT FROM AUTHOR]
Copyright of Multimedia Tools & Applications is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Online learning is characterized by a high degree of complexity and a wealth of information when compared to traditional classroom learning. This can have an adverse influence on the learning outcomes of online learners. The paper builds a quantification model of online learning cognitive load based on non-invasive eye-tracking technology by combining three eye-movement indicators: fixation time, fixation count, and pupil diameter. This is based on the analysis of cognitive load and eye-tracking technology. The study then uses a significant amount of eye movement experimental data in conjunction with the cognitive load test that students take in an online learning environment to confirm the viability and effectiveness of the quantification methodology. The paper builds a quantification model of online learning cognitive load based on non-invasive eye-tracking technology by combining three eye-movement indicators: fixation time, fixation count, and pupil diameter. This is based on the analysis of cognitive load and eye-tracking technology. The study then uses a significant amount of eye movement experimental data in conjunction with the cognitive load test that students take in an online learning environment to confirm the viability and effectiveness of the quantification methodology. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Multimedia Tools & Applications is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s11042-024-19814-4
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              Text: May2025
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