Exploration and Practice of the Application of Eye-Tracking Technology in University Mathematics Teaching

Zejun Wang; Mei Yang; Xingjing Fan; Mingyang Li

doi:10.26689/jcer.v9i9.12435

Zejun Wang School of Science and Arts, China University of Petroleum-Beijing at Karamay, Karamay 834000, Xinjiang, China
Mei Yang School of Science and Arts, China University of Petroleum-Beijing at Karamay, Karamay 834000, Xinjiang, China
Xingjing Fan School of Science and Arts, China University of Petroleum-Beijing at Karamay, Karamay 834000, Xinjiang, China
Mingyang Li University of Chinese Academy of Sciences, Beijing 100049, China

DOI: https://doi.org/10.26689/jcer.v9i9.12435

Keywords: Eye tracking, University mathematics, Teaching reform, Data driven

Abstract

As a tool for quantifying individuals’ visual attention and information processing, eye-tracking technology is gradually being applied in the reform of higher education. This paper focuses on issues in university mathematics teaching, such as heavy cognitive load, delayed feedback, and insufficient adaptability. Based on theories of cognitive psychology, the study explores application pathways of this technology in cognitive diagnosis, instructional optimization, classroom regulation, personalized support, and teaching assessment. Research shows that eye-tracking data can reveal key cognitive features during the learning process, enhance the visualization of instructional feedback, and improve the scientific basis of decision-making. This provides both theoretical support and practical reference for data-driven and precise transformation in university mathematics education.

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