The study objectives include: 1) to identify the visual key areas and the learning curves when learning the ASL alphabet, 2) to identify the impact of practice on key visual areas, and 3) to identify differences in visual learning curves between signs. An empirical behavioral study with twenty ASL untrained hearing participants performing the ASL alphabet for eight consecutive trials using virtual reality and eye-tracking was conducted. After completing the experiment, participants reduced the fixation duration by 51.90% and the observation count by 45.69%. The representations of the fingers acquired 66% of the fixation duration. In addition, the observation proportion for the visual instructions for the fingers decreased from 59% to 41% after 8 trials. An ANOVA analysis showed unequal variance for ASL signs, and a power regression showed different learning rates for all signs. Our experimental setting successfully tracked and identified the key visual areas when learning the ASL alphabet.

研究目标包括：1）在学习ASL字母时识别视觉关键区域和学习曲线； 2）识别练习对关键视觉区域的影响； 3）识别符号之间视觉学习曲线的差异。进行了一项针对20名ASL未经训练的听力参与者，使用虚拟现实和眼动追踪连续八次执行ASL字母的实验性行为研究。完成实验后，参与者将固定时间减少了51.90％，观察次数减少了45.69％。手指的表示获得了固定持续时间的66％。此外，经过8次试验，手指视觉指示的观察比例从59％降低至41％。方差分析表明，ASL征兆的方差不相等，功效回归显示所有体征的学习率不同。在学习ASL字母时，我们的实验设置成功跟踪并识别了关键的视觉区域。