Learning through the Eyes: Unveiling Oculometrics for Domain-knowledge Identification

The process of learning, entailing the acquisition of new information, skills, and comprehension through study, experience, or teaching, is intricately linked to visual perception. Fusing visual experiences with cognitive processes plays a pivotal role in shaping and enriching domain-specific knowledge. In our research, we conducted experiments involving 102 participants categorized into specific domains, including 33 students from the Architecture group, 36 from the Mechanical group, and 33 from diverse domains (referred to as the Control group). Through domain-specific knowledge tasks in architecture and mechanical engineering, participants were classified based on their levels of expertise. Our findings reveal that significant eye markers are instrumental in discerning individuals with varying domain-specific knowledge. Notably, metrics such as Total Time Duration, Total Dwell Time, Number of Fixations, and Average Fixation Duration exhibit significance in distinguishing individuals across different domains, each manifesting at distinct time intervals. This understanding of the relevance of eye markers in identifying domain-specific knowledge has the potential to pave the way for innovative approaches in educational and training contexts. It may facilitate the development of personalized learning experiences tailored to individuals’ cognitive processes within specific domains, thereby optimizing knowledge acquisition and skill development.