Eye tracking technology for examining cognitive processes in education: a systematic review

Abstract

Eye-tracking studies have been increasingly used to investigate student cognitive processes. While some existing literature has reviewed commonly used eye-tracking measures and analytical methods across different contexts, there remains a gap in clarifying the educational themes, cognitive theories, and specific cognitive processes most frequently examined in recent eye-tracking studies. To address this, this review synthesizes recent educational eye-tracking research analyzing student cognitive processes from January 2012 to November 2024. In total, 313 articles were reviewed, and several main findings emerged: (1) The majority of eye-tracking studies examined the themes of multimedia learning, reading performance, and problem-solving, while fewer focused on second language learning, computer-based tests, and individual differences. (2) About half of the studies were conducted under one or more theories, with Cognitive Load Theory (CLT), Cognitive Theory of Multimedia Learning (CTML), and Dual-coding Theory (DCT) being the most frequently applied. (3) Eye-tracking data were primarily collected from college students, and temporal and count measures were typically used to investigate the cognitive process of information organization rather than those of information selection and integration. (4) Basic statistical methods and linear mixed models were widely used to analyze student attention differences. The results of this review provide theoretical and practical insights into the strengths and challenges of using eye-tracking technology to assess the impact of pedagogical interventions in computer-based learning environments.