Presenters’ Interactive Experience in Online Learning: Insights from Online Slide-Presentation Tasks

The rapid development of online learning platforms has made human–computer interaction increasingly important in modern educational and work environments. However, task-oriented interactive experiences remain underexplored, particularly slide-presentation tasks involving university students acting as presenters. In this study, 61 university students (aged 19–23) completed three eye-tracking sub-experiments embedded in online slide-presentation and speaking tasks; eye-movement and questionnaire data were collected to investigate interface layout, emoji use, visualization of audience feedback, and personal status assessment design. Results show that the horizontal layout enabled rapid capture of text and image information; people prefer detailed explanations when making a choice; emoji do not lead to faster attention to the text but did not produce measurable differences in emotional or attentional indices; adding a feedback module does not necessarily promote positive emotions; however, positive feedback can. Combining physiological measures with reflective feedback is essential for understanding emotional experience. These findings provide quantitative evidence for designing interactive interfaces and emotional support in online learning, aiming to improve interaction efficiency, deepen the understanding of users’ emotional experiences, and promote engagement and user retention among online meeting users.