Learners' eye movement behaviour in a conceptual knowledge video lecture: a Chinese case study

In MOOCs, video lectures are widely used, yet how to design them effectively based on knowledge type remains underexplored. This study investigates learners' eye movement behaviours and conceptual knowledge acquisition while watching a six-minute video lecture. Twenty-six university students participated by viewing the video and completing a conceptual knowledge test. Eye-tracking technology was used to collect data on pupil position, fixation time, and gaze paths, generating indices such as heat maps and viewing durations for areas of interest. Results indicate: 1) learners' attention was evenly distributed across the four concept elements – name, definition, attribute, and example; 2) highlighted content (e.g., in red) drew more attention; 3) no significant differences were found in eye movement behaviours between high- and low-performing students; 4) no gender-based differences were observed in fixation times. These findings provide empirical insights into video lecture design, suggesting that emphasising key content visually may enhance learners' attention without necessarily affecting performance outcomes.