Cognitive Load and Oculometrics in the Educational Scenarios: A Systematic Review and Meta-Analysis

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cris.lastimport.scopus2025-06-25T03:10:12Z
dc.abstract.enCognitive Load Theory describes the concept of limited working memory capacity for information processing and cognitive tasks requiring mental effort. Cognitive load is affected by the difficulty levels involved in the learning process and mental tasks. The present meta-analysis examines the effect of difficulty levels in educational tasks based on cognitive load using fixation duration, number of fixations, and pupil dilation. The present study is based on 21 articles containing 34 comparisons between high and low cognitive load conditions in education settings. We evaluated Cohen's d for effect size, the I2 statistic and Q-test to estimate heterogeneity, and Egger's regression test for publication bias. The heterogeneity of the experimental settings was relatively high, nevertheless, we observed meaningful differences in pupil metrics. Pupil dilation significantly increased in hard compared to easy task conditions (d = 0.72, CI = 0.3672; 1.072, p-value < 0.0001), serving as an indicator of cognitive load level in various educational settings. Fixation duration and number of fixations did not differentiate between the easy and hard levels.
dc.affiliationInstytut Psychologii
dc.affiliationWydział Psychologii w Warszawie
dc.conferenceEye Tracking Research and Applications 2025
dc.conference.countryJaponia
dc.conference.datefinish2025-05-29
dc.conference.datestart2025-05-26
dc.conference.placeTokyo
dc.conference.seriesEye Tracking Research and Applications
dc.conference.seriesshortcutETRA
dc.conference.seriesweblinkhttps://etra-acm-org.translate.goog/2025/?_x_tr_sl=en&_x_tr_tl=pl&_x_tr_hl=pl&_x_tr_pto=sc
dc.conference.shortcutETRA'25
dc.contributor.authorEkin, Merve
dc.contributor.authorKrejtz, Krzysztof
dc.contributor.authorKrejtz, Izabela
dc.date.access2025-06-24
dc.date.accessioned2025-06-24T09:41:11Z
dc.date.available2025-06-24T09:41:11Z
dc.date.created2025-03-13
dc.date.issued2025-05-22
dc.description.accesstimeat_publication
dc.description.grantnumber101072410
dc.description.granttitleEyes for Interaction, Communication, and Understanding (Eyes4ICU) project
dc.description.issue3
dc.description.physical1-19
dc.description.versionfinal_published
dc.description.volume9
dc.identifier.doi10.1145/3725832
dc.identifier.eissn2573-0142
dc.identifier.urihttps://share.swps.edu.pl/handle/swps/1539
dc.identifier.weblinkhttps://dl.acm.org/doi/10.1145/3725832
dc.languageen
dc.pbn.affiliationpsychologia
dc.rightsClosedAccess
dc.rights.explanationzamknięty dostęp
dc.rights.questionNo_rights
dc.share.articleOPEN_REPOSITORY
dc.subject.enfixation duration
dc.subject.ennumber of fixation
dc.subject.enpupil dilation
dc.subject.encognitive load
dc.subject.eneducation
dc.swps.sciencecloudsend
dc.titleCognitive Load and Oculometrics in the Educational Scenarios: A Systematic Review and Meta-Analysis
dc.title.journalProceedings of the ACM on Human-Computer Interaction
dc.typeReviewArticleConference
dspace.entity.typeArticle