Experimental Dataset on Eye-tracking Activity During Self-Regulated Learning

This article presents an original empirical dataset on eye-tracking activity during learning, examining the effects of metacognitive prompts and multimedia content on cognitive processing and learning outcomes. A controlled laboratory experiment with a 2×2 mixed factorial design involved 110 university students from humanities and social sciences, resulting in 84 full recordings of eye-movement activity during learning. Participants studied scientific materials in text-only and multimedia formats, with one group receiving metacognitive prompts and the control group receiving general instructions. Learning performance was assessed via a post-test, and eye-tracking technology captured gaze patterns to provide insights into cognitive engagement and attention distribution. This publicly accessible dataset offers valuable research opportunities in cognitive psychology, instructional design, and human-computer interaction. It enables analyses of visual attention, cognitive load, and SRL across different study materials and metacognitive conditions. Applications extend to e-learning, virtual environments, and user interface design. While the dataset has some methodological limitations, it remains a robust resource for studying cognitive processes and optimizing educational technologies.