EYE-TRACKING AS A METHOD FOR INVESTIGATING COGNITIVE PROCESSES IN THE RECEPTION OF EDUCATIONAL MATERIALS WITHIN THE CONTEXT OF INTELLIGENT MANAGEMENT OF THE DIDACTIC PROCESS

Purpose: The article introduces a research approach based on eye tracking metrics to analyse cognitive processes during the reception of teaching materials in three different visual versions. Need for the study: There is a lack of comprehensive research demonstrating how various presentation formats influence visual attention and cognitive load. Methodology: A laboratory experiment using eye tracking allowed us to identify indicators that reveal the dynamics of attention and challenges in content integration. Findings: Analyses showed that different versions of the materials distinguish cognitive responses; metrics based on time and number of fixations proved to be particularly sensitive to visual attention, while indicators of distraction and returns better reflected cognitive effort. Practical Implications: The results obtained form the basis for developing guidelines for designing educational content and may support the development of intelligent systems for managing the learning process.