TY - CHAP
T1 - Eye Movement Modeling Examples
AU - van Gog, Tamara
AU - Kok, Ellen
AU - Emhardt, Selina
AU - van Marlen, Tim
AU - Jarodzka, Halszka
N1 - Publisher Copyright:
© 2025 selection and editorial matter, Andreas Gegenfurtner and Ingo Kollar; individual chapters, the contributors.
PY - 2024
Y1 - 2024
N2 - Eye movement modeling examples are instructional videos in which a model (this can be an expert, a teacher, or a peer student) demonstrates and usually (though not necessarily) verbally explains how to perform a task. In contrast to regular video examples, however, students do not only see the model’s actions but also a visualization of the model’s eye movements superimposed on the video (i.e., the student sees where the model is looking at any given moment, indicated, for instance, by means of a circle or dot). Seeing where the model is looking at any given moment can serve two functions: 1) it synchronizes the students’ gaze with the model’s gaze, which can aid the comprehension of the model’s demonstration and explanation, and 2) it can give students insight into the perceptual or cognitive strategies the model uses to perform the task, which would otherwise not be observable for them. In this chapter, evidence on the effectiveness of eye movement modeling examples for attaining these two goals is reviewed, followed by a critical discussion and avenues for future research on this topic.
AB - Eye movement modeling examples are instructional videos in which a model (this can be an expert, a teacher, or a peer student) demonstrates and usually (though not necessarily) verbally explains how to perform a task. In contrast to regular video examples, however, students do not only see the model’s actions but also a visualization of the model’s eye movements superimposed on the video (i.e., the student sees where the model is looking at any given moment, indicated, for instance, by means of a circle or dot). Seeing where the model is looking at any given moment can serve two functions: 1) it synchronizes the students’ gaze with the model’s gaze, which can aid the comprehension of the model’s demonstration and explanation, and 2) it can give students insight into the perceptual or cognitive strategies the model uses to perform the task, which would otherwise not be observable for them. In this chapter, evidence on the effectiveness of eye movement modeling examples for attaining these two goals is reviewed, followed by a critical discussion and avenues for future research on this topic.
UR - https://www.taylorfrancis.com/books/edit/10.4324/9781003386131/designing-effective-digital-learning-environments-andreas-gegenfurtner-ingo-kollar
U2 - 10.4324/9781003386131-10
DO - 10.4324/9781003386131-10
M3 - Chapter
AN - SCOPUS:85182209168
SN - 9781032478197
SN - 9781032478180
T3 - New Perspectives on Learning and Instruction
SP - 90
EP - 105
BT - Designing Effective Digital Learning Environments
A2 - Gegenfurtner, Andreas
A2 - Kollar, Ingo
PB - Routledge Taylor & Francis Group
CY - Abingdon
ER -