Experimental Dataset on Eye-tracking Activity During Self-Regulated Learning
| Authors | |
|---|---|
| Year of publication | 2025 |
| Type | Article in Periodical |
| Magazine / Source | Scientific Data |
| MU Faculty or unit | |
| Citation | |
| web | https://www.nature.com/articles/s41597-025-05304-1#citeas |
| Doi | http://dx.doi.org/10.1038/s41597-025-05304-1 |
| Keywords | Eye-tracking; meta-cognitive learning; learning prompts; self-regulated-learning |
| Description | The cognitive processing of learning materials has been extensively studied within various cognitive theories. Self-regulated learning (SRL) is also recognized as a key factor in learning efficiency. However, evidence linking SRL to learning outcomes remains inconclusive, particularly regarding objective behavioral data during learning. This study presents an original empirical dataset on eye-tracking activity during learning, examining the effects of metacognitive prompts and multimedia content on cognitive processing and learning outcomes. A controlled laboratory experiment with a 2?×?2 mixed factorial design involved 110 university students, resulting in 84 complete recordings of eye-movement activity during learning. Participants studied scientific materials in text-only and multimedia formats, with one group receiving metacognitive prompts and the control group receiving general instructions. Learning performance was assessed via a post-test, and eye-tracking technology captured gaze patterns to provide insights into cognitive engagement and attention distribution. Applications extend to e-learning, virtual environments, and user interface design. While the dataset has some methodological limitations, it remains a robust resource for studying cognitive processes and optimizing educational technologies. |
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