Research in education has only recently started focussing on studying learning as a process 
    rather than on just the outcomes of learning (e.g., standardised test scores and GPA). We need 
    to know how and why learning takes place first in order to positively influence the outcome. This 
    is akin to moving from a black-box model of education, where curricular material is the input and 
    grades or other outcome metrics are the output, to a more open-box model where we try to 
    model what processes are responsible for either the failure or success of a curriculum or 
    intervention. Consequently, comprehension, measurement and manipulation of these variables are 
    gaining increased attention from education researchers.

                                    Heatmap of eye tracking fixations

We use technologies such as eye tracking, galvanic skin response and EEG to infer the complex interplay of affect, cognition and metacognition in a teaching-learning environment. These technologies offer unprecedented affordances for studying psychophysiological parameters (e.g., eye fixations, pupil diameter, skin conductance, and brainwaves), which have been linked to various teaching-learning processes. Such multimodal data analysis is expected to open up novel assessment and evaluation techniques for traditional teaching-learning paradigms as well as provide the necessary technology scaffolds for        A galvanic skin response unit by Shimmer 
more personalised learning environments.     

We also conduct collaborative research that transcends strict disciplinary boundaries. 

                                                                                                                                                                    An EEG plus eye tracking experimental setup. Copyright Tobii Pro.