Using Eye-tracking to Investigate Content Skipping: A Study on Learning Modules in Cybersecurity

Students skipping content is common in learning modules that present a large amount of information in a linear format. This may result in lower student engagement and learning. We proposed a theoretical model to reduce content skipping using an e-learning design principle of "segmentation." In this paper, we describe the segmentation principle, conduct a study to examine its effectiveness using eye-tracking and discuss the results. The study uses two eye-tracking metrics - 1) reading scores (computed using reading detection algorithm) and 2) reading depth (number of words looked at in a given area of text), as a measure to compare content skipping between linear and segmented modules. A total of 19 students participated in a randomized control-group treatment-group experimental study. Nine students completed linear modules and ten completed segmented modules. The results indicate significantly higher reading scores and reading depth (p < .05) for the students using segmented modules, implying more reading coverage and less content skipping in segmented modules as compared to the linear modules.