Abstract

This paper presents a methodological discussion of the potential and challenges of involving mobile eye tracking technology in studies of knowledge generation and learning in a science centre context. The methodological exploration is based on eye‑tracking studies of audience interaction and knowledge generation in the technology‑enhanced health promotion exhibition PULSE at a science centre in Copenhagen, Denmark. The current study is part of the larger PULSE project, which aims to develop innovative health promotion activities where a science centre exhibition is a key setting. The primary target groups were families with children age 6–12 years and school classes with students from 4th to 6th grade. The main purpose of the study was to understand the methodological potential and challenges mobile eye tracking comprises during the different stages of research on informal e‑learning in a science centre context utilising digital platforms to enhance informal learning and interaction. The paper presents how eye‑tracking methods influence research on: 1) an interventional level: what role eye tracking and eye‑tracking equipment plays in interventions; 2) a data level: what new types of data eye‑tracking methods specifically contribute; and 3) an analytical level: how analysis of eye tracking can supplement and contribute to other analytical approaches. Finally, the article discusses how the methodological approach presented invites consideration of other ways of understanding how users experience technology‑enhanced exhibitions.