WIP: Relationship Between Eye Gaze Points and Comprehension Level in on-Demand Learning Contents in Elementary School Students

This work-in-progress research paper aims to elucidate the appropriate form of teacher images in online learning content and establish the knowledge necessary to construct content with learning effects. Our previous research found that it is adequate to maintain and improve the level of understanding when the presence or absence of the teacher's image matches the learners' preferences. Therefore, our research question was whether a similar trend could be observed among the younger generation as elementary school students. Furthermore, we hypothesized that students would be more likely to prefer content that presented an image of a teacher and that they would spend a lot of time fixating on the teacher's image. We experimented to verify this hypothesis. In this paper, we conducted quizzes for 21 elementary school students (4th to 6th grade) that simulated on-demand learning. Then, we calculated the correct answer rates for the quizzes and measured the eye gaze points during the quizzes. The quizzes consisted of five multiple-choice questions that included common sense and riddles. In addition, two types of content were created and used: one that included the teacher's face image and one that did not. We got the result when the presence or absence of a teacher image in the video content matched the participant's individual preferences, and learning effects improved until four weeks after the experiment. Additionally, the participants whose correct answer rates improved from the first quizzes gazed longer time rate at the options area during the explanation sections. According to the results, we consider it essential for students to solve the questions themselves again while watching the explanation's contents with the teacher's image matched their preferences to enhance comprehension of the teacher's explanations.