Abstract
AbstractEye-blinking has emerged as a promising means of measuring viewer engagement with visual content. This method capitalizes on the fact that although we remain largely unaware of our eye-blinking in everyday situations, eye-blinks are inhibited at precise moments in time so as to minimize the loss of visual information that occurs during a blink. Probabilistically, the more important the visual information is to the viewer, the more likely he or she will be to inhibit blinking. In the present study, viewer engagement was experimentally manipulated in order to: (1) replicate past studies suggesting that a group of viewers will blink less often when watching content that they perceive as more important or relevant; (2) test the reliability of the measure by investigating constraints on the timescale over which blink rate patterns can be used to accurately quantify viewer engagement; and (3) examine whether blink rate patterns can be used to quantify what an individual – as opposed to a group of viewers—perceives as engaging. Results demonstrate that blink rate patterns can be used to measure changes in individual and group engagement that unfold over relatively short (1 second) and long (60 second) timescales. However, for individuals with lower blink rates, blink rate patterns may provide less optimal measures when engagement shifts rapidly (at intervals of 1 second or less). Findings support the use of eye-blink measures in future studies investigating a person’s subjective perception of how engaging a stimulus is.
Funder
Simons Foundation
U.S. Department of Health & Human Services | NIH | National Institute of Mental Health
Publisher
Springer Science and Business Media LLC
Reference63 articles.
1. Rose, D, H. & Gravel, J. Universal Design for Learning Guidelines Version 2.0. (CAST, 2011).
2. Simons, D. J. & Chabris, C. F. Gorillas in our midst: Sustained inattentional blindness for dynamic events. Perception 28, 1059–1074 (1999).
3. Council, N. R. Educating children with autism. (National Academies Press, 2001).
4. Bagatell, N. Engaged moments: Mediated action and children with autism in the classroom setting. OTJR: Occupation, Participation and Health 32, 258–265 (2012).
5. Fredricks, J. A., Blumenfeld, P. C. & Paris, A. H. School engagement: Potential of the concept, state of the evidence. Review of educational research 74, 59–109 (2004).
Cited by
55 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献