صغری ابراهیمی قوام

Introduction and Objective: Eye-tracking has emerged as a powerful tool in psychology, education, and technology, and understanding its global research trends is essential for mapping its scholarly evolution. This study aims to explore the global trends and developmental trajectory of Eye Tracking research by employing a scient metric analysis to offer a holistic overview of its scholarly growth and impact. Research Methodology: A systematic search was conducted in the Web of Science database, retrieving 4,370 relevant articles published between 1990 and 2021. The data were analyzed using VOS viewer software through co-authorship networks, keyword co-occurrence mapping, and trend visualization techniques. Findings: The results reveal a significant and accelerating growth in Eye Tracking publications, particularly over the past decade. Prominent keywords such as Eye-tracking, Movements, Information, Attention, Perception, Children, and Performance reflect the field's thematic diversity and growing relevance across various disciplines. A notable shift in research focus is observed—from early investigations into psychological disorders to more recent emphasis on cognitive processes and executive functions. Conclusion: This study provides a comprehensive roadmap of the evolution of Eye Tracking research, offering valuable insights into past trends, present hotspots, and future directions, with implications for its application in domains such as education, marketing, and technology. Value: The novelty of this research lies in its integrative use of scient metric tools to identify emerging topics, map interdisciplinary connections, and highlight underexplored areas in Eye Tracking studies.

Objective: The purpose of this study was to investigate the impact of metacognitive strategies on improving educational processes. The study focused on reviewing prior research to highlight the effectiveness of these strategies in enhancing students' learning and academic performance. Specifically, it emphasized the roles of teachers, learners, and curriculum in this context. Method: The present study employed a systematic review methodology, following a narrative structure. The review process adhered to the four-stage model proposed by Okoli and Schabram (2015), with the second stage involving Silva’s (2015) selection procedure for article inclusion. A total of 50 scholarly articles were systematically reviewed, sourced from international databases such as Google Scholar, ScienceDirect, JSTOR, Springer, ProQuest, and ERIC, as well as national databases, including IranDoc, Magiran, Noormags, and SID database. Results: The findings of this study revealed several key results: 1) For learners, metacognitive strategies were found to significantly enhance academic performance, motivation, self-efficacy, reading comprehension, and problem-solving skills.2) For teachers, metacognitive awareness contributed to more effective classroom management, reflective teaching practices, and the ability to adapt instruction to students’ needs.3) For curriculum design, the integration of metacognitive strategies into learning objectives, teaching methods, assessments, and content areas led to improved instructional quality and adaptability. Conclusions The study concluded that metacognitive strategies are essential not only for fostering self-regulated learners but also for improving instructional quality and promoting educational equity. The research recommends embedding explicit metacognitive training into teacher education programs and curriculum frameworks to support sustainable, student-centered learning environments.