ArticleBMC medical education2025
Eye-tracking insights into cognitive strategies, learning styles, and academic outcomes of Turkish medicine students.
Article in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
2 citing papers in PubMed.
- Optimizing cognitive load in digital nursing education: the role of pre-academic performance and material modalities.BMC medical education · 2026Article
- Data-Driven Insights into E-Learning: A Comprehensive Review of Eye-Tracking Applications in Learning Systems.Journal of eye movement research · 2026Review
Corrections and comments
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundIndividual differences in learning preferences and cognitive strategies play a crucial role in shaping academic outcomes, emphasizing the need to customize educational approaches to meet diverse learner needs. This study explores the relationship between gaze behavior, learning style and academic performance in 20 sophomore Turkish medical students.
methodsEye-tracking metrics, gaze duration, fixation count, fixation duration, and saccadic movements, were recorded using Tobii Pro Glasses 2 eye tracker during Trail Making, Visual Sustained Attention and the Stroop Tests and associated with the Felder-Soloman learning style and academic performance.
resultsEye-tracking data revealed consistent patterns across tasks, with fixation percentages averaging 94% and saccadic movements accounting for 6%, suggesting uniform attention allocation. Pupil diameter variation did not significantly differ between tasks, implying similar cognitive demands across all tasks. Most of the participants demonstrated moderate-to-strong visual learning preferences, particularly females. Significant gender differences were observed in learning preferences and academic performance, with higher Grade Point Averages among female participants with stronger visual learning preferences.
conclusionsThe study underscores gender-based differences in learning preferences and the alignment of these preferences with academic performance. The findings suggest the importance of tailoring educational strategies to support diverse learning needs, with a particular emphasis on visually engaging materials.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.