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...
Saved in:
| Main Authors: | , , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Nature Portfolio
2025-06-01
|
| Series: | Scientific Data |
| Online Access: | https://doi.org/10.1038/s41597-025-05304-1 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1850222292876918784 |
|---|---|
| author | Vojtěch Juřík Libor Juhaňák Alexandra Ružičková Nicol Dostálová Zuzana Juříková |
| author_facet | Vojtěch Juřík Libor Juhaňák Alexandra Ružičková Nicol Dostálová Zuzana Juříková |
| author_sort | Vojtěch Juřík |
| collection | DOAJ |
| description | 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. |
| format | Article |
| id | doaj-art-e3758c1e6d774a419b5a374c86f1b27a |
| institution | OA Journals |
| issn | 2052-4463 |
| language | English |
| publishDate | 2025-06-01 |
| publisher | Nature Portfolio |
| record_format | Article |
| series | Scientific Data |
| spelling | doaj-art-e3758c1e6d774a419b5a374c86f1b27a2025-08-20T02:06:23ZengNature PortfolioScientific Data2052-44632025-06-011211910.1038/s41597-025-05304-1Experimental Dataset on Eye-tracking Activity During Self-Regulated LearningVojtěch Juřík0Libor Juhaňák1Alexandra Ružičková2Nicol Dostálová3Zuzana Juříková4Department of Educational Sciences, Faculty of Arts, Masaryk UniversityDepartment of Educational Sciences, Faculty of Arts, Masaryk UniversityDepartment of Psychology, Faculty of Arts, Masaryk UniversityDepartment of Educational Sciences, Faculty of Arts, Masaryk UniversityDepartment of Educational Sciences, Faculty of Arts, Masaryk UniversityAbstract 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.https://doi.org/10.1038/s41597-025-05304-1 |
| spellingShingle | Vojtěch Juřík Libor Juhaňák Alexandra Ružičková Nicol Dostálová Zuzana Juříková Experimental Dataset on Eye-tracking Activity During Self-Regulated Learning Scientific Data |
| title | Experimental Dataset on Eye-tracking Activity During Self-Regulated Learning |
| title_full | Experimental Dataset on Eye-tracking Activity During Self-Regulated Learning |
| title_fullStr | Experimental Dataset on Eye-tracking Activity During Self-Regulated Learning |
| title_full_unstemmed | Experimental Dataset on Eye-tracking Activity During Self-Regulated Learning |
| title_short | Experimental Dataset on Eye-tracking Activity During Self-Regulated Learning |
| title_sort | experimental dataset on eye tracking activity during self regulated learning |
| url | https://doi.org/10.1038/s41597-025-05304-1 |
| work_keys_str_mv | AT vojtechjurik experimentaldatasetoneyetrackingactivityduringselfregulatedlearning AT liborjuhanak experimentaldatasetoneyetrackingactivityduringselfregulatedlearning AT alexandraruzickova experimentaldatasetoneyetrackingactivityduringselfregulatedlearning AT nicoldostalova experimentaldatasetoneyetrackingactivityduringselfregulatedlearning AT zuzanajurikova experimentaldatasetoneyetrackingactivityduringselfregulatedlearning |