Enhancing the metacognition of nursing students using eye tracking glasses

Practical simulation is increasingly used to develop reasoning skills during learning. The analysis of the scene and the correct execution of actions require an awareness of the situation and the activities performed by the student. Eye-tracking feedback (i.e., a video recording of the practical simulation with an overlay of the gaze point) can allow students and teachers to enhance the skills of analysis and execution of the practical activities performed. In this article, we present the implementation of an innovative pedagogical process for nursing students in Switzerland. It involves the use of eye-tracking glasses to improve learning through the enhancement of metacognition after a simulation. The results of a first test session done with 15 undergraduate students are reported.