EduEye: Workshop on Eye Tracking in Learning and Education

*** EduEye 2022 took place on June 9th, 09:00 - 13:00 CEST ***

Daun Kim, Jae-Yeop Jeong, Sumin Hong, Namsub Kim, and Jin-Woo Jeong
Visualizing Instructor’s Gaze Information for Online Video-based Learning: Preliminary Study.
https://doi.org/10.1145/3517031.3529238

Francesca Zermiani, Andreas Bulling, and Maria Wirzberger
Mind Wandering Trait-level Tendencies During Lecture Viewing: A Pilot Study.
https://doi.org/10.1145/3517031.3529241

Lidia Altamura, Ladislao Salmerón, and Yvonne Kammerer
Instant messaging multitasking while reading: a pilot eye-tracking study.
https://doi.org/10.1145/3517031.3529237

Marian Sauter, Teresa Hirzle, Tobias Wagner, Susanne Hummel, Enrico Rukzio, and Anke Huckauf
Can Eye Movement Synchronicity Predict Test Performance With Unreliably-Sampled Data in an Online Learning Context?
https://doi.org/10.1145/3517031.3529239

Michael Burch, Rahel Haymoz, and Sabrina Lindau
The Benefits and Drawbacks of Eye Tracking for Improving Educational Systems.
https://doi.org/10.1145/3517031.3529242

Sara Becker, Andreas Obersteiner, and Anika Dreher
Eye tracking – promising method for analyzing mathematics teachers’ assessment competencies?
https://doi.org/10.1145/3517031.3529244

Stanislav Popelka and Marketa Beitlova
Scanpath Comparison using ScanGraph for Education and Learning Purposes: Summary of previous educational studies performed with the use of ScanGraph.
https://doi.org/10.1145/3517031.3529243

Tobias Appel, Lisa Bardach, and Enkelejda Kasneci
Predicting Decision-Making during an Intelligence Test via Semantic Scanpath Comparisons.
https://doi.org/10.1145/3517031.3529240

PDFs of extended abstracts presented at the EduEye Workshop

Gaze Control and Visual Attention in Police Firearms Training - A Study in Progress
Joshua Olma, German Police University

Tracking a vocal group: A pilot study on multiple and simultaneous Eye-Tracking
Matthias Seitz, Hochschule Döpfer

Tracking professional learning in language teacher education (work in progress)
Dr Joanna Baumgart, Universtiy of Hildesheim

Can teachers use gaze displays to provide adaptive reading comprehension instruction?
Carolien Angelique Nicole Knoop-van Campen, Radboud University

Quality of teacher-student relationship in association with teachers’ visual focus of attention across Grade 1 using mobile eye-tracking
Saswati Chaudhuri, University of Jyväskylä

Breaking the Ice between Idioms Processing and Population with Deafness.
Nadina Gomez-Merino, University of Valencia

Analogical Transfer Despite Misleading Information in Toddlerhood and Beyond: An Eye Tracking Study
Katarzyna Bobrowicz, University of Luxembourg

Examining readers’ eye movements, on-task attention, metacomprehension, and text comprehension between reading easy and difficult texts in print and on screen
Pablo Delgado, University of Valencia

Workshop Description

With its duality of being an active input technology and a passive sensor, eye tracking provides unique opportunities for education and learning. Actively, the technology can serve as an input strategy for interactive learning environments. Passively, it can be applied to observe learning states and gain a better understanding of learners' cognitive processes. Given its scalability, it can,  or instance, help to improve collaborative learning, e.g., by establishing connections between learners during online lectures. Teachers or lecturers can also gain feedback about their learning material by analyzing students' eye gazes. However, many open challenges remain for the application of mobile eye tracking in learning and educational scenarios, including technical constraints and privacy concerns.   This workshop specifically targets researchers and practitioners who are interested in using eye tracking in education and learning. This includes researchers from all areas of psychology, human-computer interaction, computer science, eye tracking methodology, and other related fields. 

The workshop will be virtual.

In addition, participants do not need to attend the full ETRA '22 to participate in the workshop. There is a "virtual workshop only" ticket available at the ETRA '22.

So EduEye participants need to book either the full ETRA '22 ticket or the virtual workshop only ticket to attend EduEye.

• Welcome and introduction to workshop goals (10 min + 20 min)

  The workshop will start with an introduction given by the workshop organizers. In the introduction the organizers will introduce the workshop topic and summarize its goals. This will be followed by a short introduction of the workshop participants to get to know each other and the topics that everybody is working on/interested in discussing during the workshop. For this, each participant will prepare one slide with information about their background (e.g., affiliation, main research interest) and what they are interested in discussing during the workshop. Every person will have 30 seconds to present this initial slide.

• Keynote (30 min + 10 min)

  The keynote will be given by Halszka Jarodzka.

• Coffee break (10 min)

• Parallel group discussions (100 min)

  The participants of the workshop will prepare short 3-min video presentations of their work. We will then spend most of the workshop on working in small groups to develop research ideas together. We have assigned all contributions to topics (see schedule on website). We will start the working session with playing your 3-minute presentations. After that, all participants (presenters and attendees) can work together on developing an answer to the questions: The classroom of the future, what would education look like in 15 years? Which studies should be conducted to get there? Of course, we ask you to focus on the role of eye tracking in this vision. Your presentation can form an inspiration for this question and you may present your ideas already in the presentation.

• Final discussion in plenary and farewell (60 min)

  The results of the group discussions will be presented in the final plenary. Each group will have 10 minutes to present their results.

Topic: Domain-Specific Learning

Scanpath Comparison using ScanGraph for Education and Learning Purposes

Predicting Decision-Making during an Intelligence Test via Semantic Scanpath Comparisons

Gaze Control and Visual Attention in Police Firearms Training - A Study in Progress

Tracking a vocal group: A pilot study on multiple and simultaneous Eye-Tracking

Topic: Higher Education

Mind Wandering Trait-level Tendencies During Lecture Viewing: A Pilot Study

Can Eye Movement Synchronicity Predict Test Performance With Unreliably-Sampled Data in an Online Learning Context?

Visualizing Instructor's Gaze Information for Online Video-based Learning: Preliminary Study

Examining readers’ eye movements, on-task attention, metacomprehension, and text comprehension between reading easy and difficult texts in print and on screen

Topic: Language Learning and Reading Comprehension

Breaking the Ice between Idioms Processing and Population with Deafness.

Can teachers use gaze displays to provide adaptive reading comprehension instruction?

Instant messaging multitasking while reading: a pilot eye-tracking study

Analogical Transfer Despite Misleading Information in Toddlerhood and Beyond: An Eye Tracking Study

Topic: Teachers

The Benefits and Drawbacks of Eye Tracking for Improving Educational Systems

(Eye) Tracking professional learning in language teacher education (work in progress)

Eye tracking and think-aloud – promising methods for analyzing mathematics teachers’ assessment competencies? Quality of teacher-student relationship in association with teachers’ visual focus of attention across Grade 1 using mobile eye-tracking

We are happy to announce that Prof. Halszka Jarodzka will give the keynote for our workshop!

Halszka Jarodzka is a full professor and chair of the department “Online Learning and Instruction” at the faculty of Educational Sciences at the Open Universiteit, the Netherlands. In her research, she studies how eye-tracking can help us to understand and to improve learning, testing, and instruction. In particular, she is interested in how visual expertise is constituted and how it develops, currently studying this phenomenon in teachers managing classrooms. Moreover, she studies how learners process educational material and how to improve its design, thereby focusing on videos, including eye movement modeling examples. Finally, she investigates how the use of multimedia in computerized testing can influences how testees process and perform on tests. She is one of the early adopters of eye-tracking in educational sciences and was active in popularizing this research topic by organizing conferences (e.g., European Conference on Eye Movements in 2013), in setting up and chairing a Special Interest Group at the European Association of Research on Learning and Instruction (SIG 27), co-authoring a popular handbook on eye-tracking (Holmqvist et al., 2011, Oxford University Press), providing workshops at universities across the globe (e.g., Stanford, USA; Freiburg, Germany), and setting up several Special Issues illustrating the diversity of this topic (e.g., Jarodzka, Skuballa, & Gruber, 2020, EPR; Harteis, Kok, & Jarodzka, 2018, FLR).

All participants who are going to present an extended abstract or workshop paper at the workshop are required to submit a 3-min video presentation of their work. Please note that you may present your ideas towards to the vision on "The classroom of the future, what would education look like in 15 years?" already in the presentation. See above the discussion group that your contribution has been assigned to. See below the technical requirements for the video submission:

• File names should only have alphanumeric characters, and no spaces or special characters.
• Resolution must be precisely 1080p (1920 x 1080).
• All videos must be encoded as MP4 using H.264 codec (file format .mp4). Encode your video using square pixels for the pixel aspect ratio to avoid your movie looking stretched when projected.
• Videos must be in a 16:9 aspect ratio.
• Please also submit a caption file. The accompanying closed caption file must be in .srt or .sbv format.
• The file size of the video must not be bigger than 100MB
• Upload the video by June 1, AoE

• Cognitive states of learners, including attentiveness, proficiency, and cognitive load
• Teacher-student interaction and student-student interaction
• Eye movement modeling examples and other applications of visualizing gaze to improve education
• Eye gazes for education in 3D or virtual reality
• Collaborative learning (including remote and co-located learning)
• Eye tracking as active input strategy for interactive learning environments
• Eye tracking devices and hardware for education 
• Privacy issues in educational eye tracking
• Crowd-sourced eye tracking studies for education
• Eye tracking research on learning to read and reading strategies
• Instructional design research and multimedia learning with eye tracking
• Research on expertise differences in gaze in medicine or other domains

The workshop targets researchers and practitioners who are interested in the application of eye tracking in education and learning. We take a broad perspective on this topic and welcome submissions from the fields of human-computer interaction, cognitive psychology, computer science, eye tracking, and the learning sciences. We offer two types of submissions:

	Extended Abstract	Workshop Paper
Submission length	up to 4 pages (excluding references)	4 to 8 pages (excluding references)
Format	single column, ACM master article template submissions should not be anonymized	single column, ACM master article template submissions have to be anonymized
Selection process	juried by the workshop organizers	reviewed by 2-3 program committee members
Publication	will not be published	will be published in the ETRA '22 Workshop Proceedings
Submission	through PCS (choose Society: ETRA, Conference/Journal: ETRA 2022, Track: ETRA 2022 Workshop - Eye Tracking in Learning and Education)	through PCS (choose Society: ETRA, Conference/Journal: ETRA 2022, Track: ETRA 2022 Workshop - Eye Tracking in Learning and Education)
What should be submitted?	- work in progress, initial study results, summary of previous studies, position paper, argument - Note, an extended abstract does not have to present original research	- work in progress, initial study results, summary of previous studies, position paper, argument  - Note, a workshop paper does not have to present original research
Who should submit?	Extended abstracts are mainly targeted towards researchers who want to participate in the workshop but are not interested in having their paper published in the Workshop Proceedings.	Workshop papers are mainly targeted towards researchers who are interested in participating in the workshop and would like to have their paper published as part of the Workshop Proceedings.
Camera-ready version	through PCS, please use the ACM Master Article Template (one-column) for the final submission	through TAPS

 

• Seoyoung Ahn (Stony Brook University, United States)
• Ecenaz Alemdag (Middle East Technical University, Turkey)
• Leen Catrysse (Open Universiteit, Netherlands)
• Andreas Gegenfurtner (University of Augsburg, Germany)
• Maurice Koch (University of Stuttgart, Germany)
• Ladislao Salmerón (University of Valencia, Spain)
• Maria Wirzberger (University of Stuttgart, Germany)

Paper submission	February 22, 2022 March 1, 2022
Notification	March 25, 2022
Camera ready deadline	April 19, 2022
Workshop	June 09, 2022 - 09:00 - 13:00 CEST

 

We welcome participants from the fields of human-computer interaction, cognitive psychology, computer science, eye tracking, and learning sciences.

Please don't hesitate to write an email to edueye2022(at)gmail.com if you have any questions.