This analysis demonstrates patterns of cognitive engagement and visual attention in undergraduate students, suggesting pedagogical changes in STEM teaching.
The aim of this study is to develop an understanding of engineering students' cognitive engagement and visual attention in undergraduate mathematics lessons. As a methodological approach, eye-tracking enables exploration of students' engagement from an internal perspective, still infrequently exploited in educational research commonly relying on external observations. First, eye-tracking data from four students were used to code their engagement based on the Classroom Observation Protocol for Interactive Engagement in STEM. Then, students' visual attention was defined within different engagement modes. The findings reveal a prevalent tendency towards passive engagement, with interactive engagement being notably rare. These results underscore the importance of discussing pedagogical strategies aiming at fostering greater cognitive engagement among undergraduate mathematics students.
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Lehesvuori et al. (2025) studied this question.
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