The Visual Connection: Eye and the Learning

Swathi Madhavan, M. Optom

Freelance Medical Writer, Chennai, India

With the rise in visual stress in the digital era, it is no surprise that many visual factors can be considered to have an impact on the academic performance of children. Understanding the complex links between these visual factors and academic performance is crucial. This blog looks at how visual functions impact academic performance using information from several research studies to give a full picture.

Application – Quick Research Review

Learning Disabilities: In 2020, Mahdieh Seyedi and colleagues (2020) compared how well kids with and without learning disabilities could focus on specific visual information. Their study showed reduced attention and ability to disregard attention emphasising the well-agreed fact that kids with learning disabilities struggle to focus and process information effectively due to difficulties in visual attention.⁽¹⁾

Multimedia Learning: One other doctoral thesis studied on how multimedia learning can boost visual focus, academic results, and good attitudes in students with hearing problems. It was discovered that visual tools could improve students’ involvement and learning results indicating that adding multimedia parts to teaching methods can help for students with sensory issues.⁽²⁾

Reading Performance: Visual attention span (VAS) plays a key role in how well people read. It was proved in 2009 that VAS independently contributes to reading skills from the early stages of learning to read. The study showed that VAS continues to aid in reading irregular words but is less helpful for regular and made-up words after first grade, underscoring the importance of VAS in learning spelling patterns alongside phonological skills.⁽³⁾

In a similar study, Faris H. R. Awadh and colleagues (2022) broadened this knowledge to include Arabic-speaking kids showing that VAS has a strong impact on reading speed and understanding. Their research proved VAS to be a better indicator than phonological awareness for text reading speed. This highlights how VAS plays a key part in reading skills across various languages and writing systems.⁽⁴⁾

Eye-Tracking Insights: Mobile eye-tracking technology studied teachers’ gazes and its relation to students’ academic abilities. Results showed that the amount teachers looked at certain things measured by how often their eyes fixed on them, had a positive connection to the one-on-one help given to students.⁽⁵⁾ This hints that how teachers spread their visual attention can affect their ability to give specific help showing the importance of balanced looking around the classroom.

Augmented Reality: Fang-Ying Yang and team studied how 3D visuals in AR learning systems help students grasp complex science ideas. Their research revealed that moving 3D visuals boosted learning by offering extra details, but students needed help to link the contents well.⁽⁶⁾ This shows that AR tech can improve visual focus and learning in science classes.

To conclude, evidence tells us how visual functions play a key role in school success. They have an impact on helping kids with learning problems, making reading better and using tech in schools. When we grasp and boost visual attention, it can bring big gains in learning.

References

1. Seyedi, M., Rasa, A. R., Javadipour, S., & Zareei, H. (2020). Comparing selective visual attention in children with learning disabilities and normal children. Journal of Advanced Pharmacy Education and Research, 10(4-2020), 78-84.
2. Pyari, P. (2015). Effect of Multimedia Learning on Visual Attention, Academic Achievement and Positive Attitude of Hearing-Impaired Students (Doctoral dissertation, DAYALBAGH EDUCATIONAL INSTITUTE).
3. Valdois, S., & Bosse, M. L. (2009). Influence of the visual attention span on child reading performance: a cross-sectional study. Journal of research in reading, 32(2), 230-253.
4. Awadh, F. H., Zoubrinetzky, R., Zaher, A., & Valdois, S. (2022). Visual attention span as a predictor of reading fluency and reading comprehension in Arabic. Frontiers in Psychology, 13, 868530.
5. Chaudhuri, S., Muhonen, H., Pakarinen, E., & Lerkkanen, M. K. (2022). Teachers’ visual focus of attention in relation to students’ basic academic skills and teachers’ individual support for students: An eye-tracking study. Learning and individual differences, 98, 102179.
6. Yang, F. Y., & Wang, H. Y. (2023). Tracking visual attention during learning of complex science concepts with augmented 3D visualizations. Computers & Education, 193, 104659.