Geometry is a highly visual discipline. Understanding how people process visual information when performing geometric tasks would be beneficial for geometry education. This article first introduces the principles and indicators of eye-tracking techniques, and then describes the procedures of paper selection and screening. The third to sixth sections reviews four topics from fifteen papers on geometry education using eye tracking, including problem solving and argumentation, reading and learning, lexical decoding and media design, and EMME. The research design, cognitive tasks and materials, procedures, and results involved in each study are reviewed. The conclusions and implications are summarized under three aspects. First, we summarize these studies by the characteristics of participants, cognitive tasks, geometric materials, eye-tracking devices, and eye-tracking indicators. Second, we identify the limits of eye tracking in geometry education and possible future breakthroughs. Third, future eye tracking research topics are discussed.
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Applications and limitations of eye tracking in geometry education
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