Experimental Dataset on Eye-tracking Activity During Self-Regulated Learning
Abstract The cognitive processing of learning materials has been extensively studied within various cognitive theories. Self-regulated learning (SRL) is also recognized as a key factor in learning efficiency. However, evidence linking SRL to learning outcomes remains inconclusive, particularly regar...
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| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Nature Portfolio
2025-06-01
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| Series: | Scientific Data |
| Online Access: | https://doi.org/10.1038/s41597-025-05304-1 |
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| Summary: | Abstract The cognitive processing of learning materials has been extensively studied within various cognitive theories. Self-regulated learning (SRL) is also recognized as a key factor in learning efficiency. However, evidence linking SRL to learning outcomes remains inconclusive, particularly regarding objective behavioral data during learning. This study presents an original empirical dataset on eye-tracking activity during learning, examining the effects of metacognitive prompts and multimedia content on cognitive processing and learning outcomes. A controlled laboratory experiment with a 2 × 2 mixed factorial design involved 110 university students, resulting in 84 complete recordings of eye-movement activity during learning. Participants studied scientific materials in text-only and multimedia formats, with one group receiving metacognitive prompts and the control group receiving general instructions. Learning performance was assessed via a post-test, and eye-tracking technology captured gaze patterns to provide insights into cognitive engagement and attention distribution. Applications extend to e-learning, virtual environments, and user interface design. While the dataset has some methodological limitations, it remains a robust resource for studying cognitive processes and optimizing educational technologies. |
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| ISSN: | 2052-4463 |