Eye tracking study in children to assess mental calculation and eye movements.

Abstract

Eye tracking technology is a highpotential tool for diferent mathematic cognition research areas. Moreover, there is a dire need for more studies that provide detailed information on the quality of registered eye data. This study aimed to illustrate the applicability of eye tracking in the examination of mathematical cognition, focusing specifcally on primary school students completing a computerized mental arithmetic task. Results suggested that the eye tracking device efectively captured highquality eye movement data when primary school children engaged in this specifc task. Furthermore, signifcant negative correlations have been found between task performance and number of eye fxations. Finally, eye movements distinctions between “Areas of Interest” have been found, indicating diferent visual tracking associated with diferent components of arithmetic calculations. This study underscores the extensive possibilities for future research employing eye tracking devices during computerized calculation tasks as assessment tools to explore the complex visual and cognitive processes