Aplicación y retos de la tecnología de movimiento ocular en Educación Superior

  1. María Consuelo Sáiz-Manzanares 1
  2. Raúl Marticorena-Sánchez 1
  3. Luis-J. Martín-Antón 2
  4. Leandro Almeida 3
  5. Miguel-Ángel Carbonero-Martín 2
  1. 1 Universidad de Burgos

    Universidad de Burgos

    Burgos, España

    ROR https://ror.org/049da5t36

  2. 2 Universidad de Valladolid

    Universidad de Valladolid

    Valladolid, España

    ROR https://ror.org/01fvbaw18

  3. 3 Universidade do Minho

    Universidade do Minho

    Braga, Portugal

    ROR https://ror.org/037wpkx04

Comunicar: Revista Científica de Comunicación y Educación

ISSN: 1134-3478

Year of publication: 2023

Issue Title: Neurotecnología en el aula: Investigación actual y futuro potencial

Issue: 76

Pages: 35-46

Type: Article

DOI: 10.3916/C76-2023-03 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Comunicar: Revista Científica de Comunicación y Educación


Advances in neuro-technology provide new insights into how individual students learn in educational contexts. However, applying it poses challenges for teachers in natural settings. This paper presents an example of the use and applicability of eye-tracking technology in Higher Education. We worked with a sample of 20 students from three universities (Burgos and Valladolid in Spain and Miño in Portugal). The objectives were: (1) to determine whether there were significant differences in indicators of cognitive effort (FC, FD, SC, PD, VC) found with eye-tracking technology between students with and without prior knowledge; (2) to determine whether there were clusters of learning behavior patterns among students; and (3) to analyze differences in the visualization of behavior patterns. A quasi-experimental design without a control group and a descriptive design were used. The results indicated significant differences in learning outcomes between students with and without prior knowledge. In addition, two clusters were found in indicators of cognitive effort. Finally, a comparative analysis of learning behavior patterns between students in cluster 1 vs. cluster 2 was performed. Eye-tracking technology makes it possible to record large data about the learning process. However, using it in natural educational settings currently requires teachers to have technological and data mining skills.

Funding information

Este trabajo se ha desarrollado con la ayuda a dos proyectos de investigación: Proyecto europeo SmartArt 2019-1-ES01-KA204- 095615-Coordinador 6 y «Asistentes de voz e inteligencia artificial en Moodle: un camino hacia una universidad inteligente». Convocatoria 2020 Proyectos de I+D+i - RTI Tipo B. Referencia: PID2020-117111RB-I00.


    • PID2020-117111RB-I00

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