This study aims to provide a systematic review of recent eye-tracking studies conducted with children and adolescents in learning settings, as well as a scoping review of the technologies and machine learning approaches used for eye-tracking. To this end, 68 empirical studies containing 78 experiments were analyzed. Eye-tracking devices as well as the ever-evolving mechanisms of gaze prediction endorsed in the prior and current research were identified. The review results indicated a set of salient patterns governing the employment of eye-tracking measures and the inferred cognitive constructs in learning, along with the common practices in analyzing and presenting the eye-tracking data. Eye-tracking has been used to track engagement, learning interactions, and learning-relevant cognitive activities mainly in a research lab or a highly-controlled learning setting. The mechanisms of gaze capturing and prediction with learners in a dynamic and authentic learning environment are evolving.

本研究旨在对最近在学习环境中针对儿童和青少年进行的眼动追踪研究进行系统回顾，并对用于眼动追踪的技术和机器学习方法进行范围审查。为此，我们对包含 78 个实验的 68 项实证研究进行了分析。确定了先前和当前研究中认可的眼球追踪设备以及不断发展的注视预测机制。审查结果表明了一系列管理眼球追踪测量的使用和学习中推断的认知结构的显着模式，以及分析和呈现眼球追踪数据的常见做法。眼动追踪主要用于在研究实验室或高度控制的学习环境中跟踪参与度、学习互动和与学习相关的认知活动。在动态和真实的学习环境中，学习者的目光捕捉和预测机制正在不断发展。