Forty-two undergraduates completed a computer based interactive training simulation that required them to understand a potential hostage situation that arises during a customer service position in an Emergency Room. Each participant was given either deep or surface emotion regulation training prior to participation. Eye movements during the simulation were examined as a function of training type and understanding of the scenes in the simulation. Those given deep training had more fixations, whereas those with greater scene knowledge had longer fixations. Eye movements are predictive of understanding training during a simulation, and could be used as a trigger for adaptive training systems.
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