Using eye-tracking to measure cognitive engagement with feedback in a digital literacy game

This study investigates the provision of two types auditory elaborative automated digital feedback (metalinguistic and informational) in context a game for reading skills development English as foreign language. Nineteen 11-year-old Spanish-Catalan school children played through minigames while their eye-movements were tracked. When they made an error, received either metalinguistic or informational feedback. Analysing gaze data from eye-tracker alongside log about errors allowed us to compare how participants engaged cognitively with No differences found terms which type was better at helping students recover errors, however showed that processed differently. Evidence suggest those who listened able utilise it more directly errors.