Next Article in Journal
Conflicting Demands of Chemistry and Inclusive Teaching—A Video-Based Case Study
Next Article in Special Issue
A Pilot Study to Incorporate Collaboration and Energy Competency into an Engineering Ethics Course
Previous Article in Journal
Fluency Interventions for Elementary Students with Reading Difficulties: A Synthesis of Research from 2000–2019
Previous Article in Special Issue
Element Enterprise Tycoon: Playing Board Games to Learn Chemistry in Daily Life
Open AccessArticle

Detecting Mind-Wandering from Eye Movement and Oculomotor Data during Learning Video Lecture

Primary-Education, Korea National University of Education, Chungbuk 28173, Korea
Author to whom correspondence should be addressed.
Educ. Sci. 2020, 10(3), 51;
Received: 31 January 2020 / Revised: 24 February 2020 / Accepted: 26 February 2020 / Published: 28 February 2020
The purpose of this study was to detect mind-wandering experienced by pre-service teachers during a video learning lecture on physics. The lecture was videotaped and consisted of a live lecture in a classroom. The lecture was about Gauss's law on physics. We investigated whether oculomotor data and eye movements could be used as a marker to indicate the learner’s mind-wandering. Each data was collected in a study in which 24 pre-service teachers (16 females and 8 males) reported mind-wandering experience through self-caught method while learning physics video lecture during 30 minutes. A Tobii Pro Spectrum (sampling rate: 300 Hz) was used to capture their eye-gaze during learning Gauss's law through a course video. After watching the video lecture, we interviewed pre-service teachers about their mind-wandering experience. We first used the self-caught method to capture the mind-wandering timing of pre-service teachers while learning from video lectures. We detected more accurate mind-wandering segments by comparing fixation duration and saccade count. We investigated two types of oculomotor data (blink count, pupil size) and nine eye movements (average peak velocity of saccades; maximum peak velocity of saccades; standard deviation of peak velocity of saccades; average amplitude of saccades; maximum amplitude of saccades; total amplitude of saccades; saccade count/s; fixation duration; fixation dispersion). The result was that the blink count could not be used as a marker for mind-wandering during learning video lectures among them (oculomotor data and eye movements), unlike previous literatures. Based on the results of this study, we identified elements that can be used as mind-wandering markers while learning from video lectures that are similar to real classes, among the oculomotor data and eye movement mentioned in previous literatures. Additionally, we found that most participants focused on past thoughts and felt unpleasant after experiencing mind-wandering through interview analysis. View Full-Text
Keywords: mind-wandering; video lecture; self-caught method; oculomotor data; eye- movements mind-wandering; video lecture; self-caught method; oculomotor data; eye- movements
Show Figures

Figure 1

MDPI and ACS Style

Jang, D.; Yang, I.; Kim, S. Detecting Mind-Wandering from Eye Movement and Oculomotor Data during Learning Video Lecture. Educ. Sci. 2020, 10, 51.

Show more citation formats Show less citations formats
Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Article Access Map by Country/Region

Search more from Scilit
Back to TopTop