On Task and in Sync: Examining the Relationship between Gaze Synchrony and Self-Reported Attention During Video Lecture Learning

Abstract

Successful learning depends on learners’ ability to sustain attention, which is particularly challenging in online education due to limited teacher interaction. A potential indicator for attention is gaze synchrony, demonstrating predictive power for learning achievements in video-based learning in controlled experiments focusing on manipulating attention. This study (N=84) examines the relationship between gaze synchronization and self-reported attention of learners, using experience sampling, during realistic online video learning. Gaze synchrony was assessed through Kullback-Leibler Divergence of gaze density maps and MultiMatch algorithm scanpath comparisons. Results indicated significantly higher gaze synchronization in attentive participants for both measures and self-reported attention significantly predicted post-test scores. In contrast, synchrony measures did not correlate with learning outcomes. While supporting the hypothesis that attentive learners exhibit similar eye movements, the direct use of synchrony as an attention indicator poses challenges, requiring further research on the interplay of attention, gaze synchrony, and video content type.