# Analysis of the Learning Process through Eye Tracking Technology and Feature Selection Techniques
## 4 Discussion  
Regarding the results found in the RQ1 check, it was not confirmed that participants with prior knowledge performed better on the crossword puzzle solving test than non-experts. In line with studies by [PERSON] et al. [2], [PERSON] and [PERSON] [4] and [PERSON] and [PERSON] [5], this may be explained by the fact that the task was presented in a video that included self-regulated speech. This technique has been shown to be very effective in mitigating the differences between novice vs. experienced learners [12; 13; 14]. However, although no significant differences were found with respect to the independent variable, a mean effect value was found. This suggests that the participant type variable \"novice vs. expert\" is an important variable in task resolution processes. However, in this study, this effect may have been mitigated by the way the task was presented (self-regulated procedure). This result coincides with the findings of studies that conclude that the lack of prior knowledge in novice learners can be compensated by the proposal of self-regulated multi-measure tasks [12; 13; 14; 15; 35; 36]. The explanation is that self-regulated video may facilitate homogeneity in the encoding of information, attention to relevant vs. non-relevant information and in the route taken in the scan path [18; 19]. Regarding RQ2, no effect of age was found on the metrics of fixations, saccades, blinks and scan path length. This may be explained by the way the task was presented (self-regulated video), or by the participants' prior knowledge. In this line, research [8] supports that prior knowledge compensates for the effects of age on cognitive functioning, for example, on long-term memory processes or reaction times. In addition, it has been found that the covariate participant type \"student vs. teacher\" does weigh on task performance. Specifically, differences were found in the saccade amplitude minimum and saccade velocity minimum parameters. These data can be related to the findings of studies indicating that age effects can be mitigated by learners' prior knowledge of the task [8] and also by self-regulated presentation of the task [18; 19]. In fact, the significant differences found in the covariate focused on saccade amplitude and minimum saccade velocity, which is consistent with studies that found differences in saccade type depending on the phase of information encoding the learner was at [18; 19]. This result is important for future research proposals. The reason is that the way students vs. teachers process information might  
Figure 9: Adjusted Rand index (ARI). be influencing the way they learn. For example, teachers might develop more systematic processing that would compensate for their lack of knowledge in a task. Alternatively, younger students might implement more effective learning, and thus processing, strategies even though they are novices [13]. These hypotheses will be explored in future studies. Regarding RQ3, no significant differences were found in the metrics of fixations, saccades, blinks, and scan path length depending on whether the participant was a novice or an expert. This may be explained by the way the task was presented (a self-regulated video with a set time duration). However, future studies could test the results on videos that did not include self-regulation and/or that could be viewed more than once. We also found that there is an effect of the covariate participant type \"student vs. teacher\" on the saccade amplitude minimum and saccade velocity minimum parameters. As indicated in RQ2, this is an important fact to consider in future research, as the way students vs. teachers process information could be influencing the type of information processing. Similarly, future studies could test whether the form of task presentation (self-regulated vs. non-self-regulated; timed vs. untimed, etc.) could be influencing the form of processing (fixations, saccades, blinks, scan path length).