Eye-tracking Analysis of Visual Attention Allocation, Learning Comprehension, and Cognitive Control in Instructional Videos

Abstract

This study aims to identify which areas of interest (AOI) learners focus on more in a video learning environment: the instructor’s face, subtitles, or visual aids. It is also examined whether the level of visual attention allocated to each AOI is related to learners’ cognitive control and learning comprehension. Participants included nineteen 8th grade students in Seoul, South Korea, and data were collected using eye-tracking technology. Pearson’s correlation analysis and an independent samples t-test revealed, not only a significant negative correlation between the subtitles AOI and cognitive control, but also between the subtitles AOI and learning comprehension. A positive correlation was found between cognitive control and learning comprehension. Moreover, there was a significant difference in learning comprehension and cognitive control based on the levels of attention given to each AOI.