{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,3,26]],"date-time":"2026-03-26T19:14:23Z","timestamp":1774552463666,"version":"3.50.1"},"reference-count":48,"publisher":"Oxbridgepublishinghouse","issue":"76","funder":[{"DOI":"10.13039\/501100010790","name":"Erasmus+","doi-asserted-by":"publisher","award":["2019-1-ES01-KA204-095615-Coordinador 6"],"award-info":[{"award-number":["2019-1-ES01-KA204-095615-Coordinador 6"]}],"id":[{"id":"10.13039\/501100010790","id-type":"DOI","asserted-by":"publisher"}]},{"DOI":"10.13039\/501100004837","name":"Ministerio de Ciencia e Innovaci\u00f3n","doi-asserted-by":"publisher","award":["PID2020-117111RB-I00"],"award-info":[{"award-number":["PID2020-117111RB-I00"]}],"id":[{"id":"10.13039\/501100004837","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":["revistacomunicar.com"],"crossmark-restriction":true},"short-container-title":["Comunicar: Revista Cient\u00edfica de Comunicaci\u00f3n y Educaci\u00f3n","Comunicar: Media Education Research Journal","Revista Comunicar"],"published-print":{"date-parts":[[2023,7,1]]},"abstract":"<jats:p>Advances in neuro-technology provide new insights into how individual students learn in educational contexts. However, applying it poses challenges for teachers in natural settings. This paper presents an example of the use and applicability of eye-tracking technology in Higher Education. We worked with a sample of 20 students from three universities (Burgos and Valladolid in Spain and Mi\u00f1o in Portugal). The objectives were: (1) to determine whether there were significant differences in indicators of cognitive effort (FC, FD, SC, PD, VC) found with eye-tracking technology between students with and without prior knowledge; (2) to determine whether there were clusters of learning behavior patterns among students; and (3) to analyze differences in the visualization of behavior patterns. A quasi-experimental design without a control group and a descriptive design were used. The results indicated significant differences in learning outcomes between students with and without prior knowledge. In addition, two clusters were found in indicators of cognitive effort. Finally, a comparative analysis of learning behavior patterns between students in cluster 1 vs. cluster 2 was performed. Eye-tracking technology makes it possible to record large data about the learning process. However, using it in natural educational settings currently requires teachers to have technological and data mining skills.<\/jats:p>\n<jats:p>Los avances neurotecnol\u00f3gicos est\u00e1n posibilitando en los contextos educativos nuevos conocimientos sobre la forma de aprender de cada estudiante. No obstante, su aplicaci\u00f3n plantea retos para la docencia en contextos naturales. En este trabajo se presenta un ejemplo de uso y aplicabilidad de la tecnolog\u00eda de seguimiento ocular en el \u00e1mbito de la Educaci\u00f3n Superior. Se trabaj\u00f3 con una muestra de 20 estudiantes de tres universidades (Burgos y Valladolid en Espa\u00f1a y Mi\u00f1o en Portugal). Los objetivos fueron: 1) comprobar si exist\u00edan diferencias significativas en indicadores de esfuerzo cognitivo (FC, FD, SC, PD, VC) hallados con la tecnolog\u00eda de seguimiento ocular entre estudiantes con y sin conocimientos previos; 2) comprobar si exist\u00edan cl\u00fasteres de patrones de conductas de aprendizaje entre los estudiantes; 3) analizar diferencias en la visualizaci\u00f3n de los patrones de conducta. Se utiliz\u00f3 un dise\u00f1o cuasiexperimental sin grupo control y un dise\u00f1o descriptivo. Los resultados indicaron diferencias significativas entre los estudiantes con y sin conocimientos previos respecto de los resultados de aprendizaje. Tambi\u00e9n, se hallaron dos tipos de cl\u00fasteres en los indicadores de esfuerzo cognitivo. Finalmente, se efectu\u00f3 un an\u00e1lisis comparativo sobre los patrones de conducta de aprendizaje en estudiantes del cl\u00faster 1 vs. cl\u00faster 2. El uso de la tecnolog\u00eda de seguimiento ocular posibilita el registro de un gran volumen de datos respecto del proceso de aprendizaje. No obstante, en la actualidad su uso en contextos educativos naturales exige al profesorado conocimientos tecnol\u00f3gicos y de miner\u00eda de datos.<\/jats:p>","DOI":"10.3916\/c76-2023-03","type":"journal-article","created":{"date-parts":[[2023,4,18]],"date-time":"2023-04-18T16:14:14Z","timestamp":1681834454000},"update-policy":"https:\/\/doi.org\/10.3916\/crossmark-policy","source":"Crossref","is-referenced-by-count":6,"title":["Application and challenges of eye tracking technology in Higher Education"],"prefix":"10.58262","volume":"31","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-1736-2089","authenticated-orcid":false,"given":"Mar\u00eda-Consuelo","family":"S\u00e1iz-Manzanares","sequence":"first","affiliation":[]},{"ORCID":"https:\/\/orcid.org\/0000-0002-2633-635X","authenticated-orcid":false,"given":"Ra\u00fal","family":"Marticorena-S\u00e1nchez","sequence":"additional","affiliation":[]},{"ORCID":"https:\/\/orcid.org\/0000-0003-0534-960X","authenticated-orcid":false,"given":"Luis-Jorge","family":"Mart\u00edn-Ant\u00f3n","sequence":"additional","affiliation":[]},{"ORCID":"https:\/\/orcid.org\/0000-0002-0651-7014","authenticated-orcid":false,"given":"Leandro","family":"Almeida","sequence":"additional","affiliation":[]},{"ORCID":"https:\/\/orcid.org\/0000-0002-2057-1762","authenticated-orcid":false,"given":"Miguel-\u00c1ngel","family":"Carbonero-Mart\u00edn","sequence":"additional","affiliation":[]}],"member":"36997","published-online":{"date-parts":[[2023,7,1]]},"reference":[{"key":"ref1","doi-asserted-by":"publisher","DOI":"10.1016\/j.compedu.2018.06.023"},{"key":"ref2","doi-asserted-by":"publisher","DOI":"10.1016\/j.humov.2022.103015"},{"key":"ref3","doi-asserted-by":"publisher","DOI":"10.1016\/j.chb.2019.03.025"},{"key":"ref4","doi-asserted-by":"publisher","DOI":"10.1002\/widm.1230"},{"key":"ref=5","unstructured":"Campbell, D.F., & Stanley, J. 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