Visual Attention in Digital and Traditional Assessments Using Eye-Tracking Technology: A Randomised Controlled Trial

Digital assessments are becoming the norm in education, yet concerns remain about their impact on student engagement and concentration. Studies suggest that screen-based testing may contribute to distractions, cognitive overload, or reduced retention compared to traditional paper-based methods. However, empirical data on students' attention patterns across both formats is limited.

Eye-tracking technology has been increasingly utilised in educational research to understand students' visual attention and cognitive processes. Studies have shown that eye-tracking can provide valuable insights into how students interact with learning materials, both in digital and traditional formats. For instance, eye-tracking has been used to analyse reading patterns, problem-solving strategies, and engagement levels in various learning environments A systematic review highlighted the use of eye-tracking in examining learners' engagement and cognitive activities. The review found that eye-tracking measures, such as fixation duration and saccadic movements, are effective in inferring cognitive constructs like attention and cognitive load. Similarly, eye-tracking can be applied in special education to provide insights into their reading and word learning processes.

Furthermore, analysis of human movement capture will also be used to measure idle and active times, and other movements that may indicate loss of attention or engagement, such as slouching, drumming of fingers on the table etc.

Contact

Email: Chief Investigator at TrungDung.Bui@monash.edu