DISMINUCION DEL RIESGO DE PRESENTAR DIFICULTADES EN EL APRENDIZAJE DE LA MATEMATICA TEMPRANA
PID2022-137441NB-I00
•
Nombre agencia financiadora Agencia Estatal de Investigación
Acrónimo agencia financiadora AEI
Programa Programa Estatal para Impulsar la Investigación Científico-Técnica y su Transferencia
Subprograma Subprograma Estatal de Generación de Conocimiento
Convocatoria Proyectos de I+D+i (Generación de Conocimiento y Retos Investigación)
Año convocatoria 2022
Unidad de gestión Plan Estatal de Investigación Científica y Técnica y de Innovación 2021-2023
Centro beneficiario UNIVERSIDAD DE CADIZ
Identificador persistente http://dx.doi.org/10.13039/501100011033
Resultados relacionados
Resultados totales (Incluyendo duplicados): 1Encontrada(s) 1 página(s)
Artículo científico (JournalArticle). 2024
Eye tracking study in children to assess mental calculation and eye movements.
RODIN. Repositorio de Objetos de Docencia e Investigación de la Universidad de Cádiz
- Manchado Porras, Malena
- Campen, C.A.N.Kv.
- González Rosa, Javier Jesús
- Sánchez Fernández, Francisco Luis
- Navarro Guzmán, Francisco José Ignacio
Eye tracking technology is a highpotential tool for diferent mathematic cognition research
areas. Moreover, there is a dire need for more studies that provide detailed information on the
quality of registered eye data. This study aimed to illustrate the applicability of eye tracking in the
examination of mathematical cognition, focusing specifcally on primary school students completing
a computerized mental arithmetic task. Results suggested that the eye tracking device efectively
captured highquality eye movement data when primary school children engaged in this specifc
task. Furthermore, signifcant negative correlations have been found between task performance
and number of eye fxations. Finally, eye movements distinctions between “Areas of Interest” have
been found, indicating diferent visual tracking associated with diferent components of arithmetic
calculations. This study underscores the extensive possibilities for future research employing eye
tracking devices during computerized calculation tasks as assessment tools to explore the complex
visual and cognitive processes
areas. Moreover, there is a dire need for more studies that provide detailed information on the
quality of registered eye data. This study aimed to illustrate the applicability of eye tracking in the
examination of mathematical cognition, focusing specifcally on primary school students completing
a computerized mental arithmetic task. Results suggested that the eye tracking device efectively
captured highquality eye movement data when primary school children engaged in this specifc
task. Furthermore, signifcant negative correlations have been found between task performance
and number of eye fxations. Finally, eye movements distinctions between “Areas of Interest” have
been found, indicating diferent visual tracking associated with diferent components of arithmetic
calculations. This study underscores the extensive possibilities for future research employing eye
tracking devices during computerized calculation tasks as assessment tools to explore the complex
visual and cognitive processes