Utilizing Eye-Tracking Technology in Design Education

Saturday 2nd July 2022, 2:00 pm to 5:30 pm

Workshop Chairs

Bryan Howell (Brigham Young University) | bryan.howell@byu.edu

Asa Jackson (Brigham Young University) | asajackson100@gmail.com

Addie Payne Morgan (Brigham Young University) | addiep@byu.edu

Workshop Committee

Jan Willem Hoftijzer (Delft University of Technology )

Mauricio Novoa (Western Sydney University)

Verena Paepcke-Hjeltness (Iowa State University)

Aim and Context

Design foundation courses typically teach students fundamental visual composition, the impact of positive and negative spaces and how eyes journey through two and three-dimensional compositions. Historically, teaching visual journey skills in the studio has relied on finger-pointing and verbal explanations, hoping that students comprehend what the instructor sees and communicates.

Through the innovation of eye-tracking technology, the translation of eye movements from analogue to digital reveals what was once intangible to students and instructors, reducing vagaries in the learning process. Eye-tracking technology allows students to see exactly what the instructor sees and vice versa. Students can also see how their own eyes move through a composition, thus enhancing the instruction of design fundamentals.

This workshop aims to explore and frame how eye-tracking equipment can enhance design pedagogy for both instructors and students. Our initial framework includes utilizing both eye-tracking glasses and online eye-tracking tools. It also explores how it benefits instructors to wear eye-tracking glasses during instruction (EMME) and to record demonstrations. For students, wearing glasses will enable instructors to review their processes. Utilizing online tools will also assist them in seeing their created visual journeys and evaluating their own work, as well as their peers.

Participation

The workshop is open to any design educator or researcher who is interested in eye tracking and its application to design education. Prior knowledge and experience with eye-tracking will be beneficial to the discussions but are not necessary. Participants with eye-tracking expertise in an educational setting will be invited to share their wisdom and experiences in the workshop.

Workshop format

Short presentations from community members currently using eye-tracking tools in the classroom are invited to share their knowledge during the workshop. Please get in touch with Bryan Howell at bryan.howell@byu.edu so we can put your topic on the agenda.

The workshop will open with an overview of the goals, including demonstrations of different educational uses, followed by participant presentations and a Q&A. After a break, participants will be split into groups to discuss and explore the benefits and weaknesses of eye-tracking in the studio for instructors and students. The groups will then report on the proposed priorities and findings for using eye-tracking in the design studio.

Examples of eye-tracking data on simple graphics, illustrate the visual journeys created.

Intended Audience

This workshop is for design instructors of all disciplines. Though the course focuses on eye-tracking using rudimentary 2 and 3-dimensional artifacts, the eye-tracking ideas and software may be effectively applied to any subject with meaningful results.

Equipment Required

Participants should bring their own laptops.

Potential Outputs

Because eye tracking is a rapidly emerging and popular technology in fields other than design, implementing it into design and design education will result in more discoveries, advancements, and research opportunities for students and instructors, expanding the experience of design dissemination.

References

Kok, E. M., and Jarodzka, H. (2016), Before your very eyes: the value and limitations of eye tracking in medical education. Medical Education, 52, 1. https://doi.org/10.1111/medu.13066

Guo, F., Ding, Y., Liu, W., Liu, C., and Zhang, X. (2016) Can eye-tracking data be measured to assess product design?: Visual attention mechanism should be considered. International Journal of Industrial Ergonomics, 53, pg 229-235. https://doi.org/10.1016/j.ergon.2015.12.001.

Khalighy, S., Green, G., Scheepers, C., and Whittet, C. (2015) Quantifying the qualities of aesthetics in product design using eye-tracking technology. International Journal of Industrial Ergonomics, 49, pgs 31-43. https://doi.org/10.1016/j.ergon.2015.05.011

Jarodzka, H., van Gog, T., Dorr, M., Scheiter, K., and Gerjets, P. (2013) Learning to see: Guiding students' attention via a Model's eye movements fosters learning. Learning and Instruction, 25, pg 62-70. https://doi.org/10.1016/j.learninstruc.2012.11.004.