Abstract
The objective of this study is to determine the effect of a cognitive process called Spatial Contiguity on students engaged in a learning activity. In organizing observed information, cognitive processes beyond attention influence the direction and duration of eye movements. Four volunteers participated in a pilot experiment developed using Eye-tracking to measure cognitive processing of stimuli from learning materials presented in two different formats. Eye-tracking is a tool used to record the eye movements of subjects while performing tasks. The results showed statistically significant differences in cognitive processing measures based on the way learning content is presented.
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