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

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Authors
Ekin, Merve
Krejtz, Krzysztof
Krejtz, Izabela
Monograph
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Date
2025-05-22
Publisher
Journal title
Proceedings of the ACM on Human-Computer Interaction
Issue
3
Volume
9
Pages
Pages
1-19
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Weblink
https://dl.acm.org/doi/10.1145/3725832
Access date
2025-06-24
Abstract PL
Abstract EN
Cognitive 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.
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Keywords PL
Keywords EN
fixation duration
number of fixation
pupil dilation
cognitive load
education
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https://share.swps.edu.pl/handle/swps/1539
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closedaccess
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Eyes for Interaction, Communication, and Understanding (Eyes4ICU) project
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