Eye-Tracking Technology in Science Education: A Systematic Review
##plugins.themes.bootstrap3.article.main##
##plugins.themes.bootstrap3.article.sidebar##
Published
Jul 31, 2025
Abstract
Eye-tracking technology is increasingly used in science education research, but its benefits and potential insights remain debated. This review explores its value and limitations through an analysis of its applications in the field. We reviewed 103 eye-tracking studies published between 2014 and 2025 to examine research areas and topics, instrument usage, participant demographics, interpretations of eye-movement indicators, and data processing methods. Results indicate that: (1) Eye-tracking has consistently attracted attention in science education over the past decade, with findings published in cognitive psychology, science education, and educational technology journals;(2) The three most studied topics are Classroom Contexts and Learner Characteristics, Students’ Conceptions and Conceptual Change, and Teaching;(3) Participants were predominantly higher education students, with most studies involving fewer than 120 participants, and the largest subset involving 30-50 participants;(4) Tobii, SR Research, and SMI are the most frequently used eye-tracker brands;(5) The division of AOIs mainly depends on research objectives and experimental tasks, with most based on functional attributes;(6) Eye-movement indicators fall into three categories: cognitive processing, attention distribution, and search strategies. Fixation count, total fixation time, and fixation duration are the most commonly used; (7) All studies used descriptive statistics, with some also incorporating emerging methods like complex network and entropy analysis.
Downloads
Download data is not yet available.
##plugins.themes.bootstrap3.article.details##
Keywords
Eye Tracking Technology, Science Education, Eye-Movement Indicators, Scientific Learning, Systematic Review
References
Anggraini, W., Sunawan, S., & Murtadho, A. (2020). The effects of the presence of tutor in the learning video on cognitive load and academic achievement. Islamic Guidance and Counseling Journal, 3(1), 9-17.
Ariasi, N., & Mason, L. (2014). From covert processes to overt outcomes of refutation text reading: The interplay of science text structure and working memory capacity through eye fixations. International Journal of Science and Mathematics Education, 12, 493-523.
Braun, I., Langner, A., & Graulich, N. (2022). Let’s draw molecules: Students’ sequential drawing processes of resonance structures in organic chemistry. Frontiers in Education
Carter, B. T., & Luke, S. G. (2020). Best practices in eye tracking research. International Journal of Psychophysiology, 155, 49-62.
Catrysse, L., Chauliac, M., Donche, V., & Gijbels, D. (2022). Keeping an Eye on the Refutation Effect: The Role of Prior Knowledge and Text-Based Interest on Attention Allocation. Discourse Processes, 59(10), 745-770.
Chen, S.-C., & She, H.-C. (2020). Effects of analogical learning approaches and presentation modalities on ninth graders’ learning outcome and eye movements: A preliminary study. Journal of Science Education and Technology, 29(4), 547-560.
Chen, S.-C., She, H.-C., Chuang, M.-H., Wu, J.-Y., Tsai, J.-L., & Jung, T.-P. (2014). Eye movements predict students’ computer-based assessment performance of physics concepts in different presentation modalities. Computers & Education, 74, 61-72.
Chen, Y., Guo, Q., Qiao, C., & Wang, J. (2023). A systematic review of the application of eye-tracking technology in reading in science studies. Research in Science & Technological Education, 1-25.
Cheng, C.-H., & Yang, F.-Y. (2022). Analyzing visual attention during TAP learning and the effect of epistemic beliefs on the understanding of argument components. International Journal of Science Education, 44(8), 1336-1355.
Gough, D., Thomas, J., & Oliver, S. (2017). An Introduction to Systematic Reviews. SAGE Publications Ltd. Available at: http://digital.casalini.it/9781473968219
Hahn, L., & Klein, P. (2022). Eye tracking in physics education research: A systematic literature review. Physical Review Physics Education Research, 18(1), 013102.
Halszka, J., Holmqvist, K., & Gruber, H. (2017). Eye tracking in Educational Science: Theoretical frameworks and research agendas. Journal of eye movement research, 10(1).
Han, J., Chen, L., Fu, Z., Fritchman, J., & Bao, L. (2017). Eye-tracking of visual attention in web-based assessment using the Force Concept Inventory. European Journal of Physics, 38(4), 045702.
Heim, A. B., & Holt, E. A. (2022). Staring at signs: Biology undergraduates pay attention to signs more often than Animals at the Zoo. Curator: The Museum Journal, 65(4), 795-815.
Hsieh, Y.-L., Lee, M.-F., Chen, G.-S., & Wang, W.-J. (2022). Application of Visitor Eye Movement Information to Museum Exhibit Analysis. Sustainability, 14(11), 6932.
Huangfu, Q., Li, H., Tang, S., Wang, J., Liu, Q., & Chen, G. (2022). How teacher enthusiasm affects students’ learning of chemistry declarative knowledge in video lectures. Chemistry Education Research and Practice, 23(4), 898-912.
Hung, Y.-N., Kuo, H.-Y., & Liao, S.-C. (2020). Seeing what they see: Elementary EFL students reading science texts. RELC Journal, 51(3), 397-411.
Ibrahim, B., & Ding, L. (2021). Sequential and simultaneous synthesis problem solving: A comparison of students’ gaze transitions. Physical Review Physics Education Research, 17(1), 010126.
Ido, D., Camillia, M., Dana, B., David, P., & Suzanne, D. (2021). 50(9), 656.
Jaafar, N. M., & Thang, S. M. (2020). Processing of a Multi-representational Science Passage by ESL Learners. GEMA Online Journal of Language Studies, 20(4).
Jarodzka, H., Skuballa, I., & Gruber, H. (2021). Eye-tracking in educational practice: Investigating visual perception underlying teaching and learning in the classroom. Educational Psychology Review, 33(1), 1-10.
Jian, Y.-C., Cheung, L. Y. T., Wu, Y.-J., Yang, F.-Y., & Chiou, G.-L. (2024). Eye movements in the manipulation of hands-on and computer-simulated scientific experiments: an examination of learning processes using entropy and lag sequential analyses. Instructional Science, 52(1), 109-137.
Jian, Y. C. (2022). Influence of science text reading difficulty and hands‐on manipulation on science learning: An eye-tracking study. Journal of Research in Science Teaching, 59(3), 358-382.
Jung, Y. J., Zimmerman, H. T., & Pérez-Edgar, K. (2018). A methodological case study with mobile eye-tracking of child interaction in a science museum. TechTrends, 62, 509-517.
Klein, C., & Ettinger, U. (2019). Eye movement research. An introduction to its scientific foundations and applications, 1015.
Lai, M.-L., Tsai, M.-J., Yang, F.-Y., Hsu, C.-Y., Liu, T.-C., Lee, S. W.-Y., Lee, M.-H., Chiou, G.-L., Liang, J.-C., & Tsai, C.-C. (2013). A review of using eye-tracking technology in exploring learning from 2000 to 2012. Educational research review, 10, 90-115.
Lämsä, J., Kotkajuuri, J., Lehtinen, A., Koskinen, P., Mäntylä, T., Kilpeläinen, J., & Hämäläinen, R. (2022). The focus and timing of gaze matters: Investigating collaborative knowledge construction in a simulation-based environment by combined video and eye tracking. Frontiers in Education
Lee, M. H., Wu, Y. T., & Tsai, C. C. (2009). Research Trends in Science Education from 2003 to 2007: A content analysis of publications in selected journals. International Journal of Science Education, 31(15), 1999-2020. DOI: https://doi.org/10.1080/09500690802314876
Lee, S. (2023). The role of spatial ability and attention shifting in reading of illustrated scientific texts: An eye tracking study. Reading Psychology, 44(8), 915-935.
Lin, T.-J., Lin, T.-C., Potvin, P., & Tsai, C.-C. Research trends in science education from 2018 to 2022: a systematic content analysis of publications in selected journals. International Journal of Science Education, 1-29. DOI: https://doi.org/10.1080/09500693.2024.2340811
Liu, C. C., Hsieh, I. C., Wen, C. T., Chang, M. H., Chiang, S. H. F., Tsai, M.-J., Chang, C. J., & Hwang, F. K. (2021). The affordances and limitations of collaborative science simulations: the analysis from multiple evidences. Computers & Education, 160, 104029.
Magnussen, R., Zachariassen, M., Kharlamov, N., & Larsen, B. (2017). Mobile eye tracking methodology in informal E-learning in social groups in technology-enhanced science centres. Electronic Journal of E-Learning, 15(1), 46-58.
Martinez, B. L., Sweeder, R. D., VandenPlas, J. R., & Herrington, D. G. (2021). Improving conceptual understanding of gas behavior through the use of screencasts and simulations. International Journal of STEM Education, 8, 1-13.
Orquin, J. L., Ashby, N. J., & Clarke, A. D. (2016). Areas of interest as a signal detection problem in behavioral eye‐tracking research. Journal of Behavioral Decision Making, 29(2-3), 103-115.
Rau, M. A., Michaelis, J. E., & Fay, N. (2015). Connection making between multiple graphical representations: A multi-methods approach for domain-specific grounding of an intelligent tutoring system for chemistry. Computers & Education, 82, 460-485.
Sass, S., Schütte, K., & Lindner, M. A. (2017). Test-takers’ eye movements: Effects of integration aids and types of graphical representations. Computers & Education, 109, 85-97.
Schall, A., & Bergstrom, J. R. (2014). Introduction to eye tracking. In Eye tracking in user experience design (pp. 3-26). Elsevier.
Skrabankova, J., Popelka, S., & Beitlova, M. (2020). Students’ Ability to Work with Graphs in Physics Studies Related to Three Typical Student Groups. Journal of Baltic Science Education, 19(2), 298-316.
Stott, A., & Beelders, T. (2019). The influence of science reading comprehension on South African township learners’ learning of science. South African Journal of Science, 115(1-2), 1-9.
Strohmaier, A. R., MacKay, K. J., Obersteiner, A., & Reiss, K. M. (2020). Eye-tracking methodology in mathematics education research: A systematic literature review. Educational Studies in Mathematics, 104, 147-200.
Sun, X., Lin, G., Zhan, M., Zheng, Y., Ye, J., & Chen, D. (2024). Effects of a Microcomputer-Based Laboratory on the Triple-Representation of a Preservice Chemistry Teacher: An Eye-Tracking Design and Evidence. Journal of chemical education.
Susac, A., Planinic, M., Bubic, A., Jelicic, K., Ivanjek, L., Matejak Cvenic, K., & Palmovic, M. (2021). Effect of students’ investigative experiments on students’ recognition of interference and diffraction patterns: An eye-tracking study. Physical Review Physics Education Research, 17(1), 010110.
Susac, A., Planinic, M., Bubic, A., Jelicic, K., & Palmovic, M. (2023). Linking information from multiple representations: an eye-tracking study. Frontiers in Education
Syskowski, S., & Huwer, J. (2023). A Combination of Real-World Experiments and Augmented Reality When Learning about the States of Wax—An Eye-Tracking Study. Education Sciences, 13(2), 177.
Teo, T. W., Loh, Z. H. J., Kee, L. E., Soh, G., & Wambeck, E. (2024). Mediational Affordances at a Science Centre Gallery: An Exploratory and Small Study Using Eye Tracking and Interviews. Research in Science Education, 1-21.
Teo, T. W., & Peh, Z. Q. (2023). An exploratory study on eye-gaze patterns of experts and novices of science inference graph items. STEM Education, 3(3), 205-229.
Tóthová, M., & Rusek, M. (2021a). Developing Students’ Problem-Solving Skills Using Learning Tasks: an Action Research Project in Secondary School. Acta Chimica Slovenica, 68(4).
Tóthová, M., & Rusek, M. (2021b). Použití eye-trackingu v analýze učebnic pro přírodovědné předměty: přehledová studie. Scientia in educatione, 12(1), 63-74. DOI: https://doi.org/10.14712/18047106.1932
Tóthová, M., & Rusek, M. (2021c). use of eye-tracking in science textbook analysis: a literature review. Scientia in educatione, 12(1), 63-74.
Tsai, C. C., & Lydia Wen, M. (2005). Research and trends in science education from 1998 to 2002: a content analysis of publication in selected journals. International Journal of Science Education, 27(1), 3-14. DOI: https://doi.org/10.1080/0950069042000243727
Tsai, P.-Y., Yang, T.-T., She, H.-C., & Chen, S.-C. (2019). Leveraging college students’ scientific evidence-based reasoning performance with eye-tracking-supported metacognition. Journal of Science Education and Technology, 28, 613-627.
van der Graaf, J., Segers, E., & de Jong, T. (2020). Fostering integration of informational texts and virtual labs during inquiry-based learning. Contemporary educational psychology, 62, 101890.
Van Gog, T., & Jarodzka, H. (2013). Eye tracking as a tool to study and enhance cognitive and metacognitive processes in computer-based learning environments. In International handbook of metacognition and learning technologies (pp. 143-156). Springer.
Wang, J., Stebbins, A., & Ferdig, R. E. (2022). Examining the effects of students’ self-efficacy and prior knowledge on learning and visual behavior in a physics game. Computers & Education, 178, 104405.
Was, C., Sansosti, F., & Morris, B. (2016). Eye-tracking technology applications in educational research. IGI Global.
Yang, F.-Y., Huang, R.-T., & Tsai, I. J. (2016). The Effects Of Epistemic Beliefs In Science And Gender Difference On University Students’ Science-Text Reading: An Eye-Tracking Study. International Journal of Science and Mathematics Education, 14(3), 473-498. DOI: https://doi.org/10.1007/s10763-014-9578-1
Yang, F.-Y., Tsai, M.-J., Chiou, G.-L., Lee, S. W.-Y., Chang, C.-C., & Chen, L.-L. (2018). Instructional Suggestions Supporting Science Learning in Digital Environments Based on a Review of Eye Tracking Studies. Journal of Educational Technology & Society, 21(2), 28-45. Available at: http://www.jstor.org/stable/26388377
Yang, F. Y. (2017). Examining the reasoning of conflicting science information from the information processing perspective—an eye movement analysis. Journal of Research in Science Teaching, 54(10), 1347-1372.
Yun, E. (2021). Comparing the reading behaviours of students with high-and low-level comprehension of scientific terms by eye movement analysis. Research in Science Education, 51(4), 939-956.
Ariasi, N., & Mason, L. (2014). From covert processes to overt outcomes of refutation text reading: The interplay of science text structure and working memory capacity through eye fixations. International Journal of Science and Mathematics Education, 12, 493-523.
Braun, I., Langner, A., & Graulich, N. (2022). Let’s draw molecules: Students’ sequential drawing processes of resonance structures in organic chemistry. Frontiers in Education
Carter, B. T., & Luke, S. G. (2020). Best practices in eye tracking research. International Journal of Psychophysiology, 155, 49-62.
Catrysse, L., Chauliac, M., Donche, V., & Gijbels, D. (2022). Keeping an Eye on the Refutation Effect: The Role of Prior Knowledge and Text-Based Interest on Attention Allocation. Discourse Processes, 59(10), 745-770.
Chen, S.-C., & She, H.-C. (2020). Effects of analogical learning approaches and presentation modalities on ninth graders’ learning outcome and eye movements: A preliminary study. Journal of Science Education and Technology, 29(4), 547-560.
Chen, S.-C., She, H.-C., Chuang, M.-H., Wu, J.-Y., Tsai, J.-L., & Jung, T.-P. (2014). Eye movements predict students’ computer-based assessment performance of physics concepts in different presentation modalities. Computers & Education, 74, 61-72.
Chen, Y., Guo, Q., Qiao, C., & Wang, J. (2023). A systematic review of the application of eye-tracking technology in reading in science studies. Research in Science & Technological Education, 1-25.
Cheng, C.-H., & Yang, F.-Y. (2022). Analyzing visual attention during TAP learning and the effect of epistemic beliefs on the understanding of argument components. International Journal of Science Education, 44(8), 1336-1355.
Gough, D., Thomas, J., & Oliver, S. (2017). An Introduction to Systematic Reviews. SAGE Publications Ltd. Available at: http://digital.casalini.it/9781473968219
Hahn, L., & Klein, P. (2022). Eye tracking in physics education research: A systematic literature review. Physical Review Physics Education Research, 18(1), 013102.
Halszka, J., Holmqvist, K., & Gruber, H. (2017). Eye tracking in Educational Science: Theoretical frameworks and research agendas. Journal of eye movement research, 10(1).
Han, J., Chen, L., Fu, Z., Fritchman, J., & Bao, L. (2017). Eye-tracking of visual attention in web-based assessment using the Force Concept Inventory. European Journal of Physics, 38(4), 045702.
Heim, A. B., & Holt, E. A. (2022). Staring at signs: Biology undergraduates pay attention to signs more often than Animals at the Zoo. Curator: The Museum Journal, 65(4), 795-815.
Hsieh, Y.-L., Lee, M.-F., Chen, G.-S., & Wang, W.-J. (2022). Application of Visitor Eye Movement Information to Museum Exhibit Analysis. Sustainability, 14(11), 6932.
Huangfu, Q., Li, H., Tang, S., Wang, J., Liu, Q., & Chen, G. (2022). How teacher enthusiasm affects students’ learning of chemistry declarative knowledge in video lectures. Chemistry Education Research and Practice, 23(4), 898-912.
Hung, Y.-N., Kuo, H.-Y., & Liao, S.-C. (2020). Seeing what they see: Elementary EFL students reading science texts. RELC Journal, 51(3), 397-411.
Ibrahim, B., & Ding, L. (2021). Sequential and simultaneous synthesis problem solving: A comparison of students’ gaze transitions. Physical Review Physics Education Research, 17(1), 010126.
Ido, D., Camillia, M., Dana, B., David, P., & Suzanne, D. (2021). 50(9), 656.
Jaafar, N. M., & Thang, S. M. (2020). Processing of a Multi-representational Science Passage by ESL Learners. GEMA Online Journal of Language Studies, 20(4).
Jarodzka, H., Skuballa, I., & Gruber, H. (2021). Eye-tracking in educational practice: Investigating visual perception underlying teaching and learning in the classroom. Educational Psychology Review, 33(1), 1-10.
Jian, Y.-C., Cheung, L. Y. T., Wu, Y.-J., Yang, F.-Y., & Chiou, G.-L. (2024). Eye movements in the manipulation of hands-on and computer-simulated scientific experiments: an examination of learning processes using entropy and lag sequential analyses. Instructional Science, 52(1), 109-137.
Jian, Y. C. (2022). Influence of science text reading difficulty and hands‐on manipulation on science learning: An eye-tracking study. Journal of Research in Science Teaching, 59(3), 358-382.
Jung, Y. J., Zimmerman, H. T., & Pérez-Edgar, K. (2018). A methodological case study with mobile eye-tracking of child interaction in a science museum. TechTrends, 62, 509-517.
Klein, C., & Ettinger, U. (2019). Eye movement research. An introduction to its scientific foundations and applications, 1015.
Lai, M.-L., Tsai, M.-J., Yang, F.-Y., Hsu, C.-Y., Liu, T.-C., Lee, S. W.-Y., Lee, M.-H., Chiou, G.-L., Liang, J.-C., & Tsai, C.-C. (2013). A review of using eye-tracking technology in exploring learning from 2000 to 2012. Educational research review, 10, 90-115.
Lämsä, J., Kotkajuuri, J., Lehtinen, A., Koskinen, P., Mäntylä, T., Kilpeläinen, J., & Hämäläinen, R. (2022). The focus and timing of gaze matters: Investigating collaborative knowledge construction in a simulation-based environment by combined video and eye tracking. Frontiers in Education
Lee, M. H., Wu, Y. T., & Tsai, C. C. (2009). Research Trends in Science Education from 2003 to 2007: A content analysis of publications in selected journals. International Journal of Science Education, 31(15), 1999-2020. DOI: https://doi.org/10.1080/09500690802314876
Lee, S. (2023). The role of spatial ability and attention shifting in reading of illustrated scientific texts: An eye tracking study. Reading Psychology, 44(8), 915-935.
Lin, T.-J., Lin, T.-C., Potvin, P., & Tsai, C.-C. Research trends in science education from 2018 to 2022: a systematic content analysis of publications in selected journals. International Journal of Science Education, 1-29. DOI: https://doi.org/10.1080/09500693.2024.2340811
Liu, C. C., Hsieh, I. C., Wen, C. T., Chang, M. H., Chiang, S. H. F., Tsai, M.-J., Chang, C. J., & Hwang, F. K. (2021). The affordances and limitations of collaborative science simulations: the analysis from multiple evidences. Computers & Education, 160, 104029.
Magnussen, R., Zachariassen, M., Kharlamov, N., & Larsen, B. (2017). Mobile eye tracking methodology in informal E-learning in social groups in technology-enhanced science centres. Electronic Journal of E-Learning, 15(1), 46-58.
Martinez, B. L., Sweeder, R. D., VandenPlas, J. R., & Herrington, D. G. (2021). Improving conceptual understanding of gas behavior through the use of screencasts and simulations. International Journal of STEM Education, 8, 1-13.
Orquin, J. L., Ashby, N. J., & Clarke, A. D. (2016). Areas of interest as a signal detection problem in behavioral eye‐tracking research. Journal of Behavioral Decision Making, 29(2-3), 103-115.
Rau, M. A., Michaelis, J. E., & Fay, N. (2015). Connection making between multiple graphical representations: A multi-methods approach for domain-specific grounding of an intelligent tutoring system for chemistry. Computers & Education, 82, 460-485.
Sass, S., Schütte, K., & Lindner, M. A. (2017). Test-takers’ eye movements: Effects of integration aids and types of graphical representations. Computers & Education, 109, 85-97.
Schall, A., & Bergstrom, J. R. (2014). Introduction to eye tracking. In Eye tracking in user experience design (pp. 3-26). Elsevier.
Skrabankova, J., Popelka, S., & Beitlova, M. (2020). Students’ Ability to Work with Graphs in Physics Studies Related to Three Typical Student Groups. Journal of Baltic Science Education, 19(2), 298-316.
Stott, A., & Beelders, T. (2019). The influence of science reading comprehension on South African township learners’ learning of science. South African Journal of Science, 115(1-2), 1-9.
Strohmaier, A. R., MacKay, K. J., Obersteiner, A., & Reiss, K. M. (2020). Eye-tracking methodology in mathematics education research: A systematic literature review. Educational Studies in Mathematics, 104, 147-200.
Sun, X., Lin, G., Zhan, M., Zheng, Y., Ye, J., & Chen, D. (2024). Effects of a Microcomputer-Based Laboratory on the Triple-Representation of a Preservice Chemistry Teacher: An Eye-Tracking Design and Evidence. Journal of chemical education.
Susac, A., Planinic, M., Bubic, A., Jelicic, K., Ivanjek, L., Matejak Cvenic, K., & Palmovic, M. (2021). Effect of students’ investigative experiments on students’ recognition of interference and diffraction patterns: An eye-tracking study. Physical Review Physics Education Research, 17(1), 010110.
Susac, A., Planinic, M., Bubic, A., Jelicic, K., & Palmovic, M. (2023). Linking information from multiple representations: an eye-tracking study. Frontiers in Education
Syskowski, S., & Huwer, J. (2023). A Combination of Real-World Experiments and Augmented Reality When Learning about the States of Wax—An Eye-Tracking Study. Education Sciences, 13(2), 177.
Teo, T. W., Loh, Z. H. J., Kee, L. E., Soh, G., & Wambeck, E. (2024). Mediational Affordances at a Science Centre Gallery: An Exploratory and Small Study Using Eye Tracking and Interviews. Research in Science Education, 1-21.
Teo, T. W., & Peh, Z. Q. (2023). An exploratory study on eye-gaze patterns of experts and novices of science inference graph items. STEM Education, 3(3), 205-229.
Tóthová, M., & Rusek, M. (2021a). Developing Students’ Problem-Solving Skills Using Learning Tasks: an Action Research Project in Secondary School. Acta Chimica Slovenica, 68(4).
Tóthová, M., & Rusek, M. (2021b). Použití eye-trackingu v analýze učebnic pro přírodovědné předměty: přehledová studie. Scientia in educatione, 12(1), 63-74. DOI: https://doi.org/10.14712/18047106.1932
Tóthová, M., & Rusek, M. (2021c). use of eye-tracking in science textbook analysis: a literature review. Scientia in educatione, 12(1), 63-74.
Tsai, C. C., & Lydia Wen, M. (2005). Research and trends in science education from 1998 to 2002: a content analysis of publication in selected journals. International Journal of Science Education, 27(1), 3-14. DOI: https://doi.org/10.1080/0950069042000243727
Tsai, P.-Y., Yang, T.-T., She, H.-C., & Chen, S.-C. (2019). Leveraging college students’ scientific evidence-based reasoning performance with eye-tracking-supported metacognition. Journal of Science Education and Technology, 28, 613-627.
van der Graaf, J., Segers, E., & de Jong, T. (2020). Fostering integration of informational texts and virtual labs during inquiry-based learning. Contemporary educational psychology, 62, 101890.
Van Gog, T., & Jarodzka, H. (2013). Eye tracking as a tool to study and enhance cognitive and metacognitive processes in computer-based learning environments. In International handbook of metacognition and learning technologies (pp. 143-156). Springer.
Wang, J., Stebbins, A., & Ferdig, R. E. (2022). Examining the effects of students’ self-efficacy and prior knowledge on learning and visual behavior in a physics game. Computers & Education, 178, 104405.
Was, C., Sansosti, F., & Morris, B. (2016). Eye-tracking technology applications in educational research. IGI Global.
Yang, F.-Y., Huang, R.-T., & Tsai, I. J. (2016). The Effects Of Epistemic Beliefs In Science And Gender Difference On University Students’ Science-Text Reading: An Eye-Tracking Study. International Journal of Science and Mathematics Education, 14(3), 473-498. DOI: https://doi.org/10.1007/s10763-014-9578-1
Yang, F.-Y., Tsai, M.-J., Chiou, G.-L., Lee, S. W.-Y., Chang, C.-C., & Chen, L.-L. (2018). Instructional Suggestions Supporting Science Learning in Digital Environments Based on a Review of Eye Tracking Studies. Journal of Educational Technology & Society, 21(2), 28-45. Available at: http://www.jstor.org/stable/26388377
Yang, F. Y. (2017). Examining the reasoning of conflicting science information from the information processing perspective—an eye movement analysis. Journal of Research in Science Teaching, 54(10), 1347-1372.
Yun, E. (2021). Comparing the reading behaviours of students with high-and low-level comprehension of scientific terms by eye movement analysis. Research in Science Education, 51(4), 939-956.
How to Cite
Guan, T., Yang, W., & He, Y. (2025). Eye-Tracking Technology in Science Education: A Systematic Review. Science Insights Education Frontiers, 29(1), 4715–4738. https://doi.org/10.15354/sief.25.sr015
Issue
Section
Systematic Review
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.