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Volume 10,Issue 8

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21 October 2025
Exploration and Practice of the Application of Eye-Tracking Technology in University Mathematics Teaching
Zejun Wang ,  Mei Yang ,  Xingjing Fan ,  Mingyang Li
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1 School of Science and Arts, China University of Petroleum-Beijing at Karamay, Karamay 834000, Xinjiang, China,
2 University of Chinese Academy of Sciences, Beijing 100049, China,
JCER 2025 , 9(9), 244–249; https://doi.org/10.26689/jcer.v9i9.12435
© 2025 by the Authors. Licensee: Bio-Byword Scientific Publishing Pty Ltd, Australia. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution 4.0 International License ( https://creativecommons.org/licenses/by/4.0/ )
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Abstract

As a tool for quantifying individuals’ visual attention and information processing, eye-tracking technology is gradually being applied in the reform of higher education. This paper focuses on issues in university mathematics teaching, such as heavy cognitive load, delayed feedback, and insufficient adaptability. Based on theories of cognitive psychology, the study explores application pathways of this technology in cognitive diagnosis, instructional optimization, classroom regulation, personalized support, and teaching assessment. Research shows that eye-tracking data can reveal key cognitive features during the learning process, enhance the visualization of instructional feedback, and improve the scientific basis of decision-making. This provides both theoretical support and practical reference for data-driven and precise transformation in university mathematics education.

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