2026-06-19T17:38:11Zhttps://riubu.ubu.es/oai/request

oai:riubu.ubu.es:10259/77552023-07-13T00:05:25Zcom_10259_4219com_10259_5086com_10259_2604com_10259_5841col_10259_4220col_10259_5842

00925njm 22002777a 4500 dc Sáiz Manzanares, María Consuelo author Marticorena Sánchez, Raúl author Martín Antón, Luis Jorge author González Díez, Irene author Carbonero Martín, Miguel Ángel author 2023 Monitoring through the use of eye-tracking technology helps in understanding the cognitive load learners experience when doing tasks. This data gives the teacher and the student important information for improving learning outcomes. This study examined whether students’ participation in a learning virtual laboratory, with a self-regulated video monitored with eye-tracking, would influence their learning outcomes. It also examined whether students’ prior knowledge affected their learning outcomes. Lastly, the study identified clusters related to cognitive load in relevant Areas of Interest vs. non-relevant Areas of Interest. The sample comprised 42 university students of health sciences. The results indicate that participation in the virtual laboratory was related to better learning outcomes. In addition, prior knowledge did not affect cognitive load. A number of different clusters were found related to indicators of cognitive load in relevant and non-relevant AOIs. More applied studies are needed about the effects of monitoring on learning outcomes and on what it means for individualization of learning. 1044-7318 http://hdl.handle.net/10259/7755 10.1080/10447318.2023.2188532 1532-7590 Self-regulated learning Cognitive load Eye tracking Machine learning Effective learning Using Eye Tracking Technology to Analyse Cognitive Load in Multichannel Activities in University Students