Eye tracking and inclusive special education: a systematic review

Detalhes bibliográficos
Autor(a) principal: Batista, Leonardo dos Santos
Data de Publicação: 2023
Outros Autores: Kumada, Kate Mamhy Oliveira, Benitez, Priscila
Tipo de documento: Artigo
Idioma: por
Título da fonte: Olhar de Professor (Online)
Texto Completo: https://revistas.uepg.br/index.php/olhardeprofessor/article/view/19672
Resumo: The present research aimed to investigate the use of eye tracking in inclusive education, since it is an implicit and non-invasive way of measuring the gaze. Such data can act as evaluators of the attentional process during the performance of pedagogical activity by students belonging or not to Special and Inclusive Education. We then asked ourselves “How is eye tracking being used in mathematics education from the perspective of universal design for learning?”. To respond to that question, we performed a systematic review of national and international databases. We identified a gap regarding a diverse audience, with previous works always maintaining a somewhat detailed or very similar behavioral profile, as well as not very elaborate visual resources. In the end, we propose a protocol that compiled all the specifications of the methods used, containing the information frequently recorded in the literature, the detailing of the profile and metrics of eye tracking. Contributing to the area of eye screening in the context of Special and Inclusive Education.
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spelling Eye tracking and inclusive special education: a systematic reviewEye tracking y educación especial inclusiva: una revisión sistemáticaRastreamento ocular e a educação especial inclusiva: uma revisão sistemáticaRastreio Ocular. Educação Inclusiva. Matemática. Desenho Universal.Eye Tracking. Inclusive education. Math. Universal Design.Registro visual. Educación inclusiva. Matemáticas. Diseño universal.The present research aimed to investigate the use of eye tracking in inclusive education, since it is an implicit and non-invasive way of measuring the gaze. Such data can act as evaluators of the attentional process during the performance of pedagogical activity by students belonging or not to Special and Inclusive Education. We then asked ourselves “How is eye tracking being used in mathematics education from the perspective of universal design for learning?”. To respond to that question, we performed a systematic review of national and international databases. We identified a gap regarding a diverse audience, with previous works always maintaining a somewhat detailed or very similar behavioral profile, as well as not very elaborate visual resources. In the end, we propose a protocol that compiled all the specifications of the methods used, containing the information frequently recorded in the literature, the detailing of the profile and metrics of eye tracking. Contributing to the area of eye screening in the context of Special and Inclusive Education.La presente investigación tuvo como objetivo investigar el uso del seguimiento ocular en la educación inclusiva, ya que esta herramienta es una forma implícita y no invasiva de medir la medición de la mirada. Tales datos pueden actuar como evaluadores del proceso atencional durante el desempeño de la actividad pedagógica por parte de los estudiantes pertenecientes o no a la Educación Especial e Inclusiva. Luego nos preguntamos "¿Cómo se está utilizando el seguimiento ocular en la educación matemática desde la perspectiva del diseño universal para el aprendizaje?". Para responder, realizamos una revisión sistemática de bases de datos nacionales e internacionales. Identificamos una brecha en términos de audiencia diversa, con trabajos anteriores siempre manteniendo un perfil de comportamiento poco detallado o muy homogéneo, así como visuales poco elaborados. Al final, proponemos un protocolo que recopiló todas las especificaciones de los métodos utilizados, conteniendo la información frecuentemente registrada en la literatura, los detalles del perfil y las métricas de la sucursal. Aportando al área de tamizaje ocular en el contexto de la Educación Especial e Inclusiva.A presente pesquisa teve como objetivo a investigação do uso do rastreio ocular na educação inclusiva, visto que essa ferramenta é uma maneira de medida implícita e não invasiva da medida do olhar. Tais dados podem atuar como avaliadores do processo atencional durante a realização de atividade pedagógica por estudantes pertencentes ou não da Educação Especial e Inclusiva. Nos questionamos então “Como o rastreamento ocular está sendo utilizado na educação matemática sob a perspectiva do desenho universal para aprendizagem?”. Para responder, realizamos uma revisão sistemática nos bancos de dados nacionais e internacionais. Identificamos uma lacuna quanto a um público diverso, com trabalhos anteriores sempre mantendo um perfil comportamental pouco detalhado ou muito homogêneo, bem como recursos visuais não muito elaborados. Ao fim, propomos um protocolo que compilou todas as especificações dos métodos utilizados, contendo as informações frequentemente registradas pela literatura, o detalhamento de perfil e de métricas do ramo. Contribuindo para a área de rastreio ocular no contexto da Educação Especial e Inclusiva.Editora UEPG2023-03-13info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionPDF textTexto PDFTexto PDFapplication/pdfhttps://revistas.uepg.br/index.php/olhardeprofessor/article/view/1967210.5212/OlharProfr.v.26.19672.002Olhar de Professor; Bd. 26 (2023): Publicação contínua; 1-22Olhar de Professor; Vol. 26 (2023): Continuous Publication; 1-22Olhar de Professor; Vol. 26 (2023): Publicación Continua; 1-22Olhar de Professor; Vol. 26 (2023): Publicação contínua; 1-22Olhar de Professor; v. 26 (2023): Publicação contínua; 1-221984-01871518-5648reponame:Olhar de Professor (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGporhttps://revistas.uepg.br/index.php/olhardeprofessor/article/view/19672/209209217419Copyright (c) 2023 Ms. Leonardo dos Santos Batista, Dr.ª Kate Mamhy Oliveira Kumada, Dr.ª Priscila Benitezhttps://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessBatista, Leonardo dos SantosKumada, Kate Mamhy Oliveira Benitez, Priscila 2024-02-09T00:07:05Zoai:uepg.br:article/19672Revistahttps://revistas2.uepg.br/index.php/olhardeprofessor/indexPUBhttps://revistas2.uepg.br/index.php/olhardeprofessor/oaiolhardeprofessor@uepg.br||1984-01871518-5648opendoar:2024-02-09T00:07:05Olhar de Professor (Online) - Universidade Estadual de Ponta Grossa (UEPG)false
dc.title.none.fl_str_mv Eye tracking and inclusive special education: a systematic review
Eye tracking y educación especial inclusiva: una revisión sistemática
Rastreamento ocular e a educação especial inclusiva: uma revisão sistemática
title Eye tracking and inclusive special education: a systematic review
spellingShingle Eye tracking and inclusive special education: a systematic review
Batista, Leonardo dos Santos
Rastreio Ocular. Educação Inclusiva. Matemática. Desenho Universal.
Eye Tracking. Inclusive education. Math. Universal Design.
Registro visual. Educación inclusiva. Matemáticas. Diseño universal.
title_short Eye tracking and inclusive special education: a systematic review
title_full Eye tracking and inclusive special education: a systematic review
title_fullStr Eye tracking and inclusive special education: a systematic review
title_full_unstemmed Eye tracking and inclusive special education: a systematic review
title_sort Eye tracking and inclusive special education: a systematic review
author Batista, Leonardo dos Santos
author_facet Batista, Leonardo dos Santos
Kumada, Kate Mamhy Oliveira
Benitez, Priscila
author_role author
author2 Kumada, Kate Mamhy Oliveira
Benitez, Priscila
author2_role author
author
dc.contributor.author.fl_str_mv Batista, Leonardo dos Santos
Kumada, Kate Mamhy Oliveira
Benitez, Priscila
dc.subject.por.fl_str_mv Rastreio Ocular. Educação Inclusiva. Matemática. Desenho Universal.
Eye Tracking. Inclusive education. Math. Universal Design.
Registro visual. Educación inclusiva. Matemáticas. Diseño universal.
topic Rastreio Ocular. Educação Inclusiva. Matemática. Desenho Universal.
Eye Tracking. Inclusive education. Math. Universal Design.
Registro visual. Educación inclusiva. Matemáticas. Diseño universal.
description The present research aimed to investigate the use of eye tracking in inclusive education, since it is an implicit and non-invasive way of measuring the gaze. Such data can act as evaluators of the attentional process during the performance of pedagogical activity by students belonging or not to Special and Inclusive Education. We then asked ourselves “How is eye tracking being used in mathematics education from the perspective of universal design for learning?”. To respond to that question, we performed a systematic review of national and international databases. We identified a gap regarding a diverse audience, with previous works always maintaining a somewhat detailed or very similar behavioral profile, as well as not very elaborate visual resources. In the end, we propose a protocol that compiled all the specifications of the methods used, containing the information frequently recorded in the literature, the detailing of the profile and metrics of eye tracking. Contributing to the area of eye screening in the context of Special and Inclusive Education.
publishDate 2023
dc.date.none.fl_str_mv 2023-03-13
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
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PDF text
Texto PDF
Texto PDF
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dc.identifier.uri.fl_str_mv https://revistas.uepg.br/index.php/olhardeprofessor/article/view/19672
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url https://revistas.uepg.br/index.php/olhardeprofessor/article/view/19672
identifier_str_mv 10.5212/OlharProfr.v.26.19672.002
dc.language.iso.fl_str_mv por
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dc.publisher.none.fl_str_mv Editora UEPG
publisher.none.fl_str_mv Editora UEPG
dc.source.none.fl_str_mv Olhar de Professor; Bd. 26 (2023): Publicação contínua; 1-22
Olhar de Professor; Vol. 26 (2023): Continuous Publication; 1-22
Olhar de Professor; Vol. 26 (2023): Publicación Continua; 1-22
Olhar de Professor; Vol. 26 (2023): Publicação contínua; 1-22
Olhar de Professor; v. 26 (2023): Publicação contínua; 1-22
1984-0187
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