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Using (Webcam Based) Eye-tracker to Measure Students’ Attentiveness and Engagement: Systematic Review

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Resumo:Eye-tracking technology is recognized as a valuable tool for understanding the cognitive states of students. However, traditional eye-tracking methods are expensive and not scalable for general real-life use. In this context, webcam-based eye-tracking presents a promising alternative due to its affordability and accessibility. Here, using the PRISMA methodology for a systematic review of the relevant literature, we address the research question: "How have studies used webcam eye-tracking technology to measure attention and engagement of students in educational settings, and what are the reported methodologies outcomes?". Our findings indicate that webcam-based eye trackers, while cost-effective, face several challenges related to data accuracy which is still very unstable to what it needs to be for future real-life use, the influence of environmental factors such as lighting that still influence the quality of results, and privacy concerns expressed by the participants of several studies that represent in general the users of this kind of solutions in the future. However, despite these obstacles, the technology still shows substantial promise in improving educational research and practice. Our study highlights the need to refine webcam-based eye-tracking methods further to enhance reliability and utility in academic settings. Future research should continue to explore these avenues to overcome the current limitations and unlock the full potential of this innovative technology. Considering the above, our study provides a solid foundation for future advancements in the field, capacitating future researchers with a comprehensive database of studies with all relevant information already synthesized. This thesis will contribute to more efficiency in future studies.
Autores principais:Rebocho, Filipa Pato
Assunto:Eye-Tracking Attention Human Behaviour Identify patterns and trends Webcam SDG 4 - Quality education
Ano:2024
País:Portugal
Tipo de documento:dissertação de mestrado
Tipo de acesso:acesso aberto
Instituição associada:Universidade Nova de Lisboa
Idioma:inglês
Origem:Repositório Institucional da UNL

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