What question did this study set out to answer?

To quantify cognitive processing and assess the effects of different bilingual English-Chinese teaching presentation styles using cognitive load theory and real-time eye tracking.

August 16, 2026Advanced ElectromagneticsOpen Access

A Study on the Effects of Teaching Presentation Styles in Bilingual English-Chinese Instruction on Students’ Cognitive Processing Based on Eye-Tracking Technology and Cognitive Load Theory

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To quantify cognitive processing and assess the effects of different bilingual English-Chinese teaching presentation styles using cognitive load theory and real-time eye tracking.
Designed a three-dimensional presentation matrix accounting for language difficulty (B1 level), knowledge type (specialized), and student proficiency (intermediate).
Conducted a controlled university experiment using real-time eye-tracking monitoring to measure fixation duration and pupil-diameter variation alongside subjective questionnaires and learning assessments.
A video-based, mixed Chinese-English text format with teacher-student interaction increased effective fixation duration by 35%, reduced cognitive load by 28%, and improved knowledge retention by 22%.
The coefficient of variation in pupil diameter correlated positively and significantly with cognitive load (r = 0.72, p < 0.01).

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Implication

Controlled experiment shows interactive mixed-text video instruction cuts cognitive load and boosts retention in bilingual students, indicating the value of real-time eye-tracking metrics.

Cite This Study

Yang et al. (2026) studied this question.

synapsesocial.com/papers/6a8179eff2fb91fc834ad65d https://doi.org/10.7716/aem.v15i3.3644

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Implication

Controlled experiment shows interactive mixed-text video instruction cuts cognitive load and boosts retention in bilingual students, indicating the value of real-time eye-tracking metrics.

A Study on the Effects of Teaching Presentation Styles in Bilingual English-Chinese Instruction on Students’ Cognitive Processing Based on Eye-Tracking Technology and Cognitive Load Theory

Key Points

Discussion

Implication

Cite This Study

A Study on the Effects of Teaching Presentation Styles in Bilingual English-Chinese Instruction on Students’ Cognitive Processing Based on Eye-Tracking Technology and Cognitive Load Theory

Key Points

Discussion

Implication

Cite This Study

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