Abstract
This comprehensive systematic review synthesizes thirty-four peer-reviewed articles published between 2010 and 2022, utilizing eye-tracking research within interactive language learning environments. Following the PRISMA scheme for article selection, this review illuminates both the affordances and challenges of eye-tracking technology in enhancing language learning outcomes. Through a methodical examination, including sensitivity and specificity analysis of relevant databases such as JSTOR, EBSCOHost, and ProQuest, this study not only underscores the potential of eye-tracking technology in identifying effective instructional strategies and personalizing instruction but also addresses significant challenges like equipment cost and complexity. Theoretically, this review advances our understanding of the cognitive processes involved in language learning by detailing how eye-tracking data can reveal patterns of attention allocation and information processing that are essential for effective CALL design. Pedagogically, it suggests that educators can leverage these insights to develop more engaging and effective language learning interventions that cater to the diverse needs of learners. By highlighting specific instances where eye-tracking technology has facilitated improved learning outcomes, this review sets a foundation for future research to explore innovative ways to integrate visual attention analysis in language education. Future research directions are proposed for continuing to harness eye-tracking technology’s utility in both theoretical exploration and practical application in language learning research and CALL design.
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Data availability
The datasets generated during and/or analysed during the current study are available from the corresponding author on reasonable request.
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Li, X. Eye-tracking research in interactive language learning environments: A systematic review. Educ Inf Technol (2024). https://doi.org/10.1007/s10639-024-12648-5
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DOI: https://doi.org/10.1007/s10639-024-12648-5