Identifying the effectiveness of e-learning platforms among students using Eye-Tracking technology

Abstract

The emergence of computers has led to a rapid evolution of the learning environment. In recent decades, new information and communication technology tools have contributed to major changes in learning. In this way, new forms of learning have emerged, such as learning in the virtual environment (e-learning). To support online education, it was necessary to develop a whole industry. Today there are a lot of products and services on the market from which you can choose the optimal solution. In this article were analyzed two of the elearning platforms within prestigious universities in Romania, in order to identify students' opinions about their existence, the degree of utility and usability they feel, and the possibilities for their improvement for a more good absorption among beneficiary students. The results have shown that elearning platforms are seen as a plus for the student, but there are still possibilities for improvement to catch up on the technologically advanced level

Full text

Identifying the effectiveness of e-learning platforms among
students using Eye-Tracking technology
Chivu, Raluca-Giorgiana a; Turlacu, Luiza-Maria b; Stoica, Ivona c; Radu, Andra-
Victoria d
abDepartment of Marketing, The Bucharest University of Economic Studies, Romania,
c”Dimitrie Cantemir” Christian University, dUniversity of Medicine and Pharmacy "Carol
Davila”
Abstract
The emergence of computers has led to a rapid evolution of the learning
environment. In recent decades, new information and communication
technology tools have contributed to major changes in learning. In this way,
new forms of learning have emerged, such as learning in the virtual
environment (e-learning). To support online education, it was necessary to
develop a whole industry. Today there are a lot of products and services on
the market from which you can choose the optimal solution. In this article
were analyzed two of the elearning platforms within prestigious universities
in Romania, in order to identify students' opinions about their existence, the
degree of utility and usability they feel, and the possibilities for their
improvement for a more good absorption among beneficiary students. The
results have shown that elearning platforms are seen as a plus for the
student, but there are still possibilities for improvement to catch up on the
technologically advanced level.
Keywords: E-learning; eye-tracking; higher education.
4th International Conference on Higher Education Advances (HEAd’18)
Universitat Polit`
ecnica de Val`
encia, Val`
encia, 2018
DOI: http://dx.doi.org/10.4995/HEAd18.2018.8046
This work is licensed under a Creative Commons License CC BY-NC-ND 4.0
Editorial Universitat Polit`
ecnica de Val`
encia 621

Identifying the effectiveness of e-learning platforms among students using Eye-Tracking technology
1. About E-learning
There are many answers to the question "What is eLearning?" Some common answers
would be: Internet, network or CD-ROM education; electronic transfer of skills and
knowledge, a distributed learning component that includes digital content and is
experienced through an kind of interface created with the latest technology available
through the Internet. With the increase in Internet coverage and the evolution of gadgets,
the education system has adapted to new media, helping to attract students and young
people to the Internet by creating and delivering e-learning platforms, recognized as the
online basis of courses taught in the classroom. About eLearning we can say that it has its
starting point in the desire for effective communication between student and teacher. The
basics of eLearning reflecting and summing up both the principles of teaching and teaching
(Hubackova, 2014). In other words, through eLearning in a broad sense, we can understand
a distance learning teaching process achieved through computer and communication
technologies that allow the elimination of geo-spatial boundaries between teacher and
student. The development of eLearning is closely related to the development and
improvement of technology, increasing the usability and accessibility of computers or other
electronic tools that can easily access learning platforms online (Hubackova, 2014).
Specialists believe that with the proper use of eLearning technologies or learning through
the online environment, the learning environment of students can be enhanced, giving them
the chance to gather information when they feel they are ready or when they feel it is
needed, without being suppressed under the space and time limit, as is the case with the
classical teaching process (Lam, et al., 2014). Also, another advantage of using electronic
forms of teaching is the degree of permissiveness of the author or the creator of the course
who can adapt teaching methods so as to best fit the learning style adopted by the student,
precisely because in the classical teaching process learning, this is known to be one of the
main obstacles to the transmission of information (Hubackova, Klimova, 2013).
On the other hand, however, within the techniques and tools used, the teacher / author has a
lower control over the degree of access, or use of the information provided by the students.
In this manner, the only possible assessment of the efficiency of using eLearning
techniques is to undergo a form of examination of the beneficiary students. However, even
under these conditions, the use of e-learning methods and platforms has become a trend
especially in higher education institutions, where there is a common interest in their use,
both on the part of teachers who are easier to communicate with the course holders or other
organizational or administrative information, as well as for students, who are easily able to
access whenever they consider necessary course support or information received. Another
essential utility is found in non-frequent or distance education, where it is almost
impossible to have direct communication between a professor and a student, which is why
the eLearning platforms represent a real advantage, especially if most students think they
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Chivu, R.-G.; Turlacu, L.-M.; Stoica,I.; Radu,A.-V.
have a medium-high experience of using a computer or laptop, or other gadgets through
which they can access e-learning resources and / or e-learning platforms (Popovici and
Mironov, 2015).
2. Eye-tracking, modern method of research
In terms that are easy to explain, Eye-Tracking is the technique of measuring eye activity.
What are we looking at? Where do we look? What are we ignoring? The reason we blink?
How does the pupil look at different stimuli? All of these answers can be found through this
neuromarketing tool. Data provided by Eye-Tracking can accurately provide information
about where consumers are interested in an image (Fen, et al., 2018)
According to Jacob and Karn (2003, p.574), computer-based studies of eye movements date
back more than 100 years. To observe the movements, the initial methods of determining
the ocular position were quite invasive, invoking a direct contact between the mechanical
instrument and the cornea. In 1901, the first non-invasive method of observing eye
movements through the corneal reflection was developed, but at that time it was possible
only for horizontal movements and without the subject being allowed to move his head. It
was not until 1930 that scientists began to apply the methods until then, developing them
and managing to perceive eye movements in all directions at the time of reading. In 1948,
Hartridge and Thompson created the first eye-observation device attached to the head of the
subject. Of course, with the passage of time things have evolved more and more, reaching
today, with a gadget that we can see where the subject looks, what attracts more attention,
why, s.a.m.
In order to determine all of these indicators, a device called eye tracker is required. "Eye
tracker is a piece of hardware that recognizes eye movements at the computer screen, or on
an object, or the environment in general" (Bojko, 2013, p.6). There are several types of eye
trackers: some are attached to a pair of glasses or a special hat that bears the subject of the
research, others are attached to computer monitors. Their mechanism of operation is based
on a transparent, infrared light beam, pointing to the human face, which recognizes two
standard elements: reflection of the retinal light, which contributes to the centering of the
pupil and the reflection of the light in the cornea.
3. Research
Research is based on identifying the degree of accessibility of elearning platforms among
students through Eye-Tracking tools. Thus, by displaying images, screenshots from various
elearning platforms, and through the device, I have an observer that was the most attractive
area for the student, and how intensely or quickly they read the information in the picture.
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Identifying the effectiveness of e-learning platforms among students using Eye-Tracking technology
Basically, to obtain additional information, an experimental "Before-After Without Control
Group" experiment was used, in which, the previously measured variable was the level of
notoriety and usability of the Elearning platforms, the experimental treatment consisted of
displaying E-learning platforms for people in the target group, after which an interview
guide was made as a measurement after, from which we tried to highlight the differences.
3.1. The study
The images used were taken from the two e-learning platforms of prestigious universities in
Romania, namely the Bucharest University of Economic Studies and the Polytechnic
University of Bucharest, to perform both a comparative analysis of the two possibilities of
the user interface, and to identify what points of interest the student is and what
improvements or recommendations he / she would bring to increase traffic on the
platforms. Basically, to obtain additional information, an experimental "Before-After
Without Control Group" experiment was used, in which, the previously measured variable
was the level of notoriety and usability of the Elearning platforms, the experimental
treatment consisted of displaying E-learning platforms for people in the target group, after
which an interview guide was made as a measurement after, from which we tried to
highlight the differences.
3.2. Methodology of research
The study was led by the formation of a group of participants, a student, composed of 35
persons, an interview guide on the knowledge, awareness, interest, attitude and usage of the
eLearning platforms was applied to the charity, to be given an experimental treatment
(pictures with the interfaces of the two eLearning platforms analyzed), where responses,
attention levels and eye movements were observed with the Eye-Tracking device.
3.3. Developing the interview guides
The interview applied before the experimental treatment made reference to the degree of
use and the reputation of the eLearning platforms as well as to the students' attitude towards
them, while the interview applied after viewing the images was more practical, referring
more to the subjective opinion towards the eLearning platforms analyzed in the research.
3.4. Interpretation of results
In the interview before the platforms, the conclusions obtained from the respondents'
answers showed that "most of the interviewed students stated that eLearning platforms are a
great addition to their evolution in the university environment by allowing them to access
and read the materials curriculum at any time, and anywhere, and that they no longer feel
connected with this obligatory physics during the classroom, managing to combine studies
with a job.
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Chivu, R.-G.; Turlacu, L.-M.; Stoica,I.; Radu,A.-V.
We were also interested at what time of day the students use the eLearning platforms, and
the responses were grouped according to Fig.1, the students motivating the choices made in
terms of the available time allocated for the hours spent at work or other daily activities.
Fig.1. The moment when elearning platforms are accessed. Source: made by the author in the research
Another question relevant to this research was the question of how often students access the
elearning platforms of the faculties, the results showing according to Fig. 2, the
participating students motivating that they use the elearning platform more often during the
exams during the semester.
Fig.2. Frequency of access to elearning platforms. Source: made by the author in the research
Subsequently, the participants showed the pictures with the two platforms, and before
interpreting the results obtained during the interview after this experimental treatment, we
discussed the ways of observing and focusing on the platforms, as follows:
8%
20%
26%
46%
At what time of day do you access the elearning platform
within the Faculty?
Morning
During lunch
Afternoon
In the evening
14%
20%
37%
23%
6%
How often do you access the elearning platform within the faculty?
Several times a day
Once a day
2-3 times a week
2-3 times a month
Rarely once a month
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Identifying the effectiveness of e-learning platforms among students using Eye-Tracking technology
Fig. 3. Heat map of the eLearning platform ASE Bucharest. Source: made by the author in the research
In the case of the elearning platform at the Bucharest Academy of Economic Studies, we
can see from the heat-map analysis that the students' attention was focused more on the
menu on the left and on the course names, while still looking at the edges of the screen in
search of additional information or instructions for use.
As mentioned, the eye-tracking device measures and monitors both eye movements,
indicating the locations and areas in which the participant looks, as well as the intensity and
duration of staying on a visual element. In the attached picture, we can see that the more
pronounced red shades highlight the points of interest for the participants, such as the
platform's use menu and course names.
Fig. 4. Heat map of the e-learning platform Politehnica Bucuresti. Source: made by the author in the research
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Chivu, R.-G.; Turlacu, L.-M.; Stoica,I.; Radu,A.-V.
In the case of the e-learning platform at the Politehnica University of Bucharest, it is
highlighted by the heat map that the students attended more attention to the name of the
faculty. Subsequently, when asked why they thought they paid more attention to that area
on the web page, most of the papers were related to the font and dimensions used for
editing, and the absence of a menu visible directly on the homepage platform. Also, in the
case of the same image, the participating students looked both at the course names and in
the free spaces until the logs, search and home buttons were identified.
Finally, the participating students were asked what improvements they thought could be
brought to eLearning platforms, and their responses indicated a more user-friendly interface
that would not look outdated, and maybe a better organization of courses and seminars,
grouped by years study, disciplines, etc.
4. Conclusions
In the research, we have seen that elearning platforms are useful and effective tools for
higher education, with a high degree of notoriety. On the basis of the experiment I have
obtained information on the degree of use of such platforms, the frequency of use and the
possible improvements that could be made to them. Through the Eye-Tracking
measurement tool, we have obtained relevant insights into the positioning of menu items
within elearning platforms to make them more user-friendly and user-friendly, as well as on
the elements and spaces on the web page students and / or users pay attention. Thus, we can
easily identify where we can place a general interest announcement on platforms to be seen
by users.
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Hubackova, S., and Klimova, B.F., (2013). Pedagogical Aspects of eLearning. Language
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