化学教育中眼动追踪研究方法学批判性回顾

Abstract This critical methodological review examines how eye tracking methodologies have been employed in chemistry education research and how those methodological decisions shape and constrain the cognitive claims that can be drawn from the resulting data, with a focus on study design, theoretical frameworks, task types, and data analysis measures. We analyzed 33 studies across 16 publication venues, focusing on research investigating undergraduate and/or graduate chemistry student learning. Beyond cataloging methodological trends, we illustrate how methodological decisions may jointly shape