On Learning the Arithmetic Mean in Fourth-Year Secondary Education Using Eye-Tracking: A Pilot Study

• Júlia Vicens-Figueres ^[1] ; Adrián Pérez-Suay ^[2] ; Ana B. Pascual-Venteo ^[2] ; Steven Van Vaerenbergh ^[3] ; Ismael García-Bayona ^[2]
  1. [1] Universitat Pompeu Fabra

     Universitat Pompeu Fabra

     Barcelona, España

     
  2. [2] Universitat de València

     Universitat de València

     Valencia, España

     
  3. [3] Universidad de Cantabria

     Universidad de Cantabria

     Santander, España

     

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• Localización: Revista Iberoamericana de Tecnologías del Aprendizaje: IEEE-RITA, ISSN 1932-8540, Vol. 21, Nº. 1, 2026, págs. 162-171
• Idioma: inglés
• DOI: 10.1109/RITA.2026.3673125
• Texto completo no disponible (Saber más ...)
• Resumen

  • This pilot study investigates the learning process of the arithmetic mean through frequency tables in students enrolled in the fourth year of compulsory secondary education (4° ESO) in Spain (ages 15–16). The investigation examines the effect of grouped data supported by verbal examples and contextualized problems. Although based on a small sample, preliminary findings suggest that students tend to rely more on numerical examples than on formal algebraic expressions, and that verbal contexts may decrease attention to graphical representations. Using eye-tracking technology enabled the real-time collection of eye-fixation data on specific Areas of Interest (AOIs), providing detailed insights into individual problem-solving behaviours. Error analysis revealed persistent misconceptions related to grouped data calculations and interpretations of the mean as an expected value, highlighting challenges in deep conceptual understanding. Additionally, integrating eye-tracking demonstrated potential to address classroom diversity by informing the development of instructional materials adapted to different learning profiles.

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