A systematic review of eye-tracking technology in higher education: implications for effective feedback practices
Frontiers in Education, cilt.11, 2026 (ESCI, Scopus)
- Yayın Türü: Makale / Derleme
- Cilt numarası: 11
- Basım Tarihi: 2026
- Doi Numarası: 10.3389/feduc.2026.1872398
- Dergi Adı: Frontiers in Education
- Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), Scopus, EBSCO Education Source, Directory of Open Access Journals, Education Source Ultimate (EBSCO)
- Anahtar Kelimeler: eye tracking, feedback design, higher education, systematic review, technology-enhanced learning
- Açık Arşiv Koleksiyonu: AVESİS Açık Erişim Koleksiyonu
- Anadolu Üniversitesi Adresli: Evet
Özet
This study investigated the use of eye-tracking technology in higher education, as well as its implications for teaching and feedback, through a systematic review guided by the PRISMA 2020 guidelines (databases and registers only). Using keywords relating to eye tracking, feedback and the educational context, 2, 544 records were retrieved from Web of Science-indexed journals published by Elsevier, Springer, SAGE, Taylor and Francis, Wiley and Frontiers. Following screening, 2, 490 records were excluded, leaving 54 full-text reports to be assessed for eligibility. A total of 27 empirical studies conducted in higher education contexts involving undergraduate and graduate students, adult learners and university instructors met the inclusion criteria and were synthesized. Analysis of the learning environment showed that most studies were conducted in controlled laboratory settings (88.8%, n = 24), with a smaller proportion conducted in university classrooms (11.2%, n = 3). Interactive digital materials and standard/static digital materials were equally represented, each accounting for 44.4% of the reviewed studies. The findings were organized into four outcome domains: (1) cognitive processing and learning performance, (2) attention allocation and engagement, (3) affective states and (4) instructional skills and teaching quality. Overall, this review provides evidence-based insights into how eye tracking can inform the design and evaluation of feedback in face-to-face, blended and online higher education environments.