Eye-Tracking Technology in Science Education: A Systematic Review
Tongtong Guan, Wanqi Yang, You He · Science Insights Education Frontiers · 2025
Eye-tracking technology is increasingly used in science education research, but its benefits and potential insights remain debated. This review explores its value and limitations through an analysis of its applications in the field. We reviewed 103 eye-tracking studies published between 2014 and 2025 to examine research areas and topics, instrument usage, participant demographics, interpretations of eye-movement indicators, and data processing methods. Results indicate that: (1) Eye-tracking has consistently attracted attention in science education over the past decade, with findings published in cognitive psychology, science education, and educational technology journals;(2) The three most studied topics are Classroom Contexts and Learner Characteristics, Students’ Conceptions and Conceptual Change, and Teaching;(3) Participants were predominantly higher education students, with most studies involving fewer than 120 participants, and the largest subset involving 30-50 participants;(4) Tobii, SR Research, and SMI are the most frequently used eye-tracker brands;(5) The division of AOIs mainly depends on research objectives and experimental tasks, with most based on functional attributes;(6) Eye-movement indicators fall into three categories: cognitive processing, attention distribution, and search strategies. Fixation count, total fixation time, and fixation duration are the most commonly used; (7) All studies used descriptive statistics, with some also incorporating emerging methods like complex network and entropy analysis.