Analysis of Elementary Student Engagement Patterns in Science Class Using Eye Tracking and Object Detection: Attention and Mind Wandering

This study aims to explore the individual engagement of two elementary students in science class to derive educational implications.Using mobile eye trackers and an object detection model, gaze data were collected to identify educational objects and analyze attention, mind wandering, and off-task periods.The data were analyzed in the context of class and student behaviors.Interviews with the students enabled an understanding of their engagement patterns.The first student demonstrated an average attention ratio of 21.42% and a mind wandering ratio of 21.54%, characterized by inconsistent mind wandering and frequent off-task behaviors, resulting in low attention.In contrast, the second student showed an average attention ratio of 32.35% and a mind wandering ratio of 11.53%, maintaining consistent engagement throughout the class.While the two students exhibited differences in attention, mind wandering, and off-task behaviors, common factors influencing engagement were identified.Both students showed higher attention during active learning activities, such as experiments and inquiry tasks, while group interactions and visual/auditory stimuli supported sustained attention or transitions from mind wandering to attention.However, repetitive or passive tasks were associated with increased mind wandering.Such results highlight differences in individual engagement patterns and emphasize the value of integrating eye tracking and object detection with qualitative data, which provides a reference for tailoring educational strategies and improving learning environments.