In this commentary to the Special Issue of Educational Psychology Review on visual perceptual processes, I tie the empirical studies reported in the issue with previous research in other domains to offer some points to be considered in future studies. First, I will point out to issues related to the operationalization of the theoretical constructs. The empirical papers in this Special Issue use eye tracking to study students’ engagement, teachers’ expertise, and student-teacher interaction. However, it is not always clear how the observed eye movement patterns reflect these theoretical concepts and the underlying psychological processes. Second, I will reflect on the analyses of the eye movement data presented in the papers. The main advantage of the methodology is that it can provide detailed information about the time-course of processing, and to fully engage its potential, it should be complemented with adequate statistical methods. In my view, the papers in this Special Issue provide valuable novel information about the complex processes underlying learning in variable contexts, and offer an excellent starting point for future research.

在关于视觉感知过程的《教育心理学评论特刊》的这篇评论中，我将本期报道的实证研究与其他领域的先前研究相结合，以提供一些在以后的研究中需要考虑的观点。首先，我将指出与理论构建的可操作性有关的问题。本期特刊中的经验论文使用眼动追踪来研究学生的参与度，教师的专业知识以及学生与老师的互动。然而，观察到的眼动模式如何反映这些理论概念和潜在的心理过程并不总是很清楚。其次，我将反思一下眼动数据的分析在论文中提出。该方法的主要优点是它可以提供有关处理时间过程的详细信息，并充分发挥其潜力，因此应辅之以适当的统计方法。我认为，本期特刊中的论文提供了有关可变环境下学习的复杂过程的有价值的新颖信息，并为以后的研究提供了一个很好的起点。