We present an eye-tracking study in the context of Massive Open Online Course (MOOC) videos. We propose to use a pre-test as a way of priming students about the video content before they watch the video. In this study, we used two versions of the same pre-test: textual and schema based. The results show that priming has an effect on the learning gain as well as the gaze patterns of students as they watch the videos; the type of priming has an effect on whether students spend more time looking at textual or schema video elements.@en

We present an eye-tracking study to show the different gaze patterns across the MOOC learners. We hypothesize that the pretests can be used to shape the attention of the students. Moreover we also proposed a collaborative add on activity to the learning material for the students to help them reflect on the material they learnt in the MOOC video. What comes out of the present study is two different interaction styles that differentiate the goodstudents from the poor students. The good students engage with the teacher/collaboratingpartner through the interface/display. While the poor students engage with the material only. We name these two interaction styles as “looking through” and “looking at” respectively.@en

Activating student knowledge (ASK) before receiving learning materials improves their learning outcome (Tormey and LeDuc (2014)). We implement ASK through priming by using two versions of the same pretest in a dual eye-tracking study in a MOOC context. We propose an additional activity, a collaborative concept-map, based on the MOOC lecture to enable the students to reflect on what they learnt. The priming affects the learning gain, individual and collaborative gaze patterns. Textual priming stands better than schema priming in terms of learning outcome. Finally, the pairs having participants with similar gaze to each other have more learning gain.@en