We used subjective assessments from learners as well as eye trackers for gaze analysis to investigate and analyze differences between two cases: when learners were presented with a writing process, such as on a chalkboard, and when only the final results of writing were presented. The results indicate a relation between subjective learner assessment and gaze. More specifically, there were differences in gaze between learners who reported that watching the writing process was beneficial to learning and those who reported otherwise. We discuss the influences on understanding that result from showing the writing process and propose new ideas for presentation named “information push” and “information pull”.
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