How Can We Set Up Eye Trackers in a Real Classroom? Using Mobile Eye Trackers to Record Learners’ Visual Attention During Learning Statistical Graphs with Different Complex Levels

Abstract

The increasing prevalence of statistical graphs necessitates the public’s ability to interpret them accurately. Teaching individuals to interpret statistical graphs and recording visual attention can effectively prevent misinterpretation and render teachers to provide instructional feedback and make necessary adjustments to their teaching materials and methods. However, little is known about how learners read statistical graphs independently and with instruction in real classrooms. This study utilized mobile eye trackers to investigate attentional distribution. Fifty-one participants were divided into easy and complex graph groups. Three participants simultaneously engaged in independent reading and instructional activities, and their attentional distribution was recorded during both tasks. Prior ability and learning performance were also measured. Results showed no differences in prior ability and learning performance between easy and complex statistical graph groups. The complex graphs or receiving instruction attracted learners’ attention distribution. Learners tended to focus more on options in the easy statistical group than in the complex statistical group. This study successfully set a real classroom to collect eye-movement data and provide valuable insights into how students learn in real classroom environments.