The effects of language barriers and time constraints on online learning performance: An eye-tracking study
Human Factors, 2023•journals.sagepub.com
Objective The goal of this study is to model the effect of language use and time pressure on
English as a first language (EFL) and English as a second language (ESL) students by
measuring their eye movements in an on-screen, self-directed learning environment.
Background Online learning is becoming integrated into learners' daily lives due to the
flexibility in scheduling and location that it offers. However, in many cases, the online
learners often have no interaction with one another or their instructors, making it difficult to …
English as a first language (EFL) and English as a second language (ESL) students by
measuring their eye movements in an on-screen, self-directed learning environment.
Background Online learning is becoming integrated into learners' daily lives due to the
flexibility in scheduling and location that it offers. However, in many cases, the online
learners often have no interaction with one another or their instructors, making it difficult to …
Objective
The goal of this study is to model the effect of language use and time pressure on English as a first language (EFL) and English as a second language (ESL) students by measuring their eye movements in an on-screen, self-directed learning environment.
Background
Online learning is becoming integrated into learners’ daily lives due to the flexibility in scheduling and location that it offers. However, in many cases, the online learners often have no interaction with one another or their instructors, making it difficult to determine how the learners are reading the materials and whether they are learning effectively. Furthermore, online learning may pose challenges to those who face language barriers or are under time pressure.
Method
The effects of two factors, language use (EFL vs. ESL) and time constraints (high vs. low time pressure), were investigated during the presentation of online materials. The effects were analyzed based on eye movement measures (eye fixation rate—the total number of eye fixations divided by the task duration and gaze entropy) and behavioral measures (correct rate and task completion time).
Results
The results show that the ESL students had higher eye fixation rates and longer task completion times than the EFL students. Moreover, high time pressure resulted in high fixation rates, short task completion time, low correct rates, and high gaze entropy.
Conclusion and Application
The results suggest the possibility of using unobtrusive eye movement measures to develop ways to better assist those who struggle with learning in the online environment.
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