On Task and in Sync: Examining the Relationship between Gaze Synchrony and Self-Reported Attention During Video Lecture Learning

TL;DR

This paper investigates whether gaze synchrony among learners watching a realistic video lecture reflects momentary attention and whether it predicts learning outcomes. Using two measures, Kullback-Leibler divergence of gaze density maps and MultiMatch scanpath similarity, the study links self-reported attentional states to gaze patterns collected from 84 university students during a 60-minute Zoom lecture, with probes for attention and a 14-item post-test. The findings show that attentive self-reports align with higher gaze synchrony (lower KLD, higher MM; and higher ISC), but gaze synchrony does not robustly predict post-test performance beyond prior knowledge. The work highlights the nuanced relationship between attention, gaze behavior, and learning, suggesting that video content type and measurement windows influence the utility of gaze synchrony as an attention indicator in online education.

Abstract

Successful learning depends on learners' ability to sustain attention, which is particularly challenging in online education due to limited teacher interaction. A potential indicator for attention is gaze synchrony, demonstrating predictive power for learning achievements in video-based learning in controlled experiments focusing on manipulating attention. This study (N=84) examines the relationship between gaze synchronization and self-reported attention of learners, using experience sampling, during realistic online video learning. Gaze synchrony was assessed through Kullback-Leibler Divergence of gaze density maps and MultiMatch algorithm scanpath comparisons. Results indicated significantly higher gaze synchronization in attentive participants for both measures and self-reported attention significantly predicted post-test scores. In contrast, synchrony measures did not correlate with learning outcomes. While supporting the hypothesis that attentive learners exhibit similar eye movements, the direct use of synchrony as an attention indicator poses challenges, requiring further research on the interplay of attention, gaze synchrony, and video content type.

Figures (9)

• Figure 1: Zoom lecture video layout.
• Figure 2: Absolute frequency of attention self-reports by experience sampling thought probe.
• Figure 3: Example Posttest Questions.
• Figure 4: Kullback-Leibler divergence of gaze density maps by self-reported attention, z-standardized by video sequence.
• Figure 5: Example gaze density heatmap visualizations by attentive and inattentive self-reports in a video sequence. The top row shows the gaze density at the group level, while images on the bottom show examples of individual participants' gazes and corresponding average Kullback-Leibler Divergences (KLD).