Abstract: A digital instructional environment leverages an infrared eye-tracker to monitor a learner's reading and viewing of text and simulations for subject matter. The system detects out-of-order reading/viewing patterns that could lead to poor comprehension. The digital learning environment communicates with other tutorial components including simulation environments, pedagogical agents and may respond in real-time to such patterns with messages that guide learners (knowledge acquirers) to return to effective reading/viewing patterns so as to promote effective construction of mental model(s) developed during knowledge acquisition/learning.

Abstract: A digital instructional environment leverages an infrared eye-tracker to monitor a learner's reading and viewing of text and simulations for subject matter. The system detects out-of-order reading/viewing patterns that could lead to poor comprehension. The digital learning environment communicates with other tutorial components including simulation environments, pedagogical agents and may respond in real-time to such patterns with messages that guide learners (knowledge acquirers) to return to effective reading/viewing patterns so as to promote effective construction of mental model(s) developed during knowledge acquisition/learning.

Abstract: A digital instructional environment leverages an infrared eye-tracker to monitor a learner's reading and viewing of text and simulations for subject matter. The system detects out-of-order reading/viewing patterns that could lead to poor comprehension. The digital learning environment communicates with other tutorial components including simulation environments, pedagogical agents and may respond in real-time to such patterns with messages that guide learners (knowledge acquirers) to return to effective reading/viewing patterns so as to promote effective construction of mental model(s) developed during knowledge acquisition/learning.