Training increases subjects’ fixation time on cognitively salient locations

Abstract

Conventionally, learning is measured by giving students a series of tasks that are later assessed to demonstrate their knowledge or skill acquisition. Our lab is investigating whether learning may be objectively described by using gaze tracking to examine how individuals interact with images before and after training. Subjects in the experimental group are trained to use salient features to identify cell images, which have been assigned a number 1–6. Control subjects receive no training and are shown pictures of the numbered cells. Both groups are then tasked to identify cells by number. We postulate that an educational interaction will increase the amount of time a particular subject fixates on educationally salient regions of the image, also known as areas of interest (AOIs). Preliminary analysis shows discrete labeled and trained educational salient features (for example: attachments in original orientation of oblique 2 [experiment 346.186 +/− 19.288 ms; control 530.196 +/− 79.680 ms] are statistically significant in selected cell stimuli presented. These results do indicate an increase in the amount of time a student fixates on educational AOIs when being explicitly taught what salient areas to fixate on. While we have only completed a small sample size additional subjects are planned. These results are promising indications of the utility of gaze tracking for objectively documenting learning.Grant Funding Source: Boston University (Internally Funded)