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The present meta-analysis examines the effect of difficulty levels in educational tasks based on cognitive load using fixation duration, number of fixations, and pupil dilation. The present study is based on 21 articles containing 34 comparisons between high and low cognitive load conditions in education settings. We evaluated Cohen's\n            <jats:italic toggle=\"yes\">d<\/jats:italic>\n            for effect size, the I\n            <jats:sup>2<\/jats:sup>\n            statistic and Q-test to estimate heterogeneity, and Egger's regression test for publication bias. The heterogeneity of the experimental settings was relatively high, nevertheless, we observed meaningful differences in pupil metrics. Pupil dilation significantly increased in hard compared to easy task conditions (\n            <jats:italic toggle=\"yes\">d<\/jats:italic>\n            = 0.72,\n            <jats:italic toggle=\"yes\">CI<\/jats:italic>\n            = 0.3672; 1.072,\n            <jats:italic toggle=\"yes\">p<\/jats:italic>\n            -value &lt; 0.0001), serving as an indicator of cognitive load level in various educational settings. Fixation duration and number of fixations did not differentiate between the easy and hard levels.\n          <\/jats:p>","DOI":"10.1145\/3725832","type":"journal-article","created":{"date-parts":[[2025,5,22]],"date-time":"2025-05-22T18:18:53Z","timestamp":1747937933000},"page":"1-19","update-policy":"https:\/\/doi.org\/10.1145\/crossmark-policy","source":"Crossref","is-referenced-by-count":3,"title":["Cognitive Load and Oculometrics in the Educational Scenarios: A Systematic Review and Meta-Analysis"],"prefix":"10.1145","volume":"9","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-3443-817X","authenticated-orcid":false,"given":"Merve","family":"Ekin","sequence":"first","affiliation":[{"name":"Institute of Psychology, SWPS University, Warsaw, Poland"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-9558-3039","authenticated-orcid":false,"given":"Krzysztof","family":"Krejtz","sequence":"additional","affiliation":[{"name":"Institute of Psychology, SWPS University, Warsaw, Poland"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-9827-8371","authenticated-orcid":false,"given":"Izabela","family":"Krejtz","sequence":"additional","affiliation":[{"name":"Psychology Depatment, SWPS University, Warsaw, Poland"}]}],"member":"320","published-online":{"date-parts":[[2025,5,22]]},"reference":[{"key":"e_1_2_1_1_1","doi-asserted-by":"publisher","DOI":"10.1007\/s00779-020-01455-7"},{"key":"e_1_2_1_2_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.compedu.2018.06.023"},{"key":"e_1_2_1_3_1","doi-asserted-by":"publisher","DOI":"10.3390\/languages9120360"},{"key":"e_1_2_1_4_1","doi-asserted-by":"publisher","DOI":"10.25217\/igcj.v3i1.656"},{"key":"e_1_2_1_5_1","article-title":"A task design based review on eye-tracking studies within mathematics education","volume":"4","author":"Bairral Marcelo","year":"2024","unstructured":"Marcelo Bairral and Gilles Aldon. 2024. 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