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The Effects of Language Barriers and Time Constraints on Online Learning Performance: An Eye-Tracking Study.

Auður Anna Jónsdóttir1, Ziho Kang2, Tianchen Sun1

  • 1University of Washington, Seattle, USA.

Human Factors
|May 4, 2021
PubMed
Summary

English as a Second Language (ESL) students exhibit distinct eye movement patterns and longer task completion times in online learning compared to English as a First Language (EFL) students, especially under time pressure.

Keywords:
eye fixationseye movementsgaze entropysecond languagetime pressure

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Area of Science:

  • Educational Technology
  • Cognitive Science
  • Human-Computer Interaction

Background:

  • Online learning offers flexibility but lacks direct interaction, hindering assessment of learner engagement and comprehension.
  • Challenges in online learning include language barriers for English as a Second Language (ESL) learners and the impact of time pressure.

Purpose of the Study:

  • To model the effects of language background (English as a First Language vs. English as a Second Language) and time pressure on student learning in an online environment.
  • To investigate how eye movement patterns and behavioral metrics reflect learning differences under varying conditions.

Main Methods:

  • Utilized an on-screen, self-directed learning environment to present online materials.
  • Measured eye movements (eye fixation rate, gaze entropy) and behavioral outcomes (correct rate, task completion time).
  • Compared English as a First Language (EFL) and English as a Second Language (ESL) students under high and low time pressure conditions.

Main Results:

  • English as a Second Language (ESL) students demonstrated higher eye fixation rates and longer task completion times than English as a First Language (EFL) students.
  • High time pressure led to increased eye fixation rates, reduced task completion times, lower correct rates, and higher gaze entropy.

Conclusions:

  • Eye movement measures can serve as unobtrusive indicators of learning challenges in online environments.
  • Findings suggest potential for developing targeted support systems for learners facing difficulties in online settings, particularly ESL students under time constraints.