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Jiaman He

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2 published item(s)

preprint2026arXiv

Characterizing Personality from Eye-Tracking: The Role of Gaze and Its Absence in Interactive Search Environments

Personality traits influence how individuals engage, behave, and make decisions during the information-seeking process. However, few studies have linked personality to observable search behaviors. This study aims to characterize personality traits through a multimodal time-series model that integrates eye-tracking data and gaze missingness-periods when the user's gaze is not captured. This approach is based on the idea that people often look away when they think, signaling disengagement or reflection. We conducted a user study with 25 participants, who used an interactive application on an iPad, allowing them to engage with digital artifacts from a museum. We rely on raw gaze data from an eye tracker, minimizing preprocessing so that behavioral patterns can be preserved without substantial data cleaning. From this perspective, we trained models to predict personality traits using gaze signals. Our results from a five-fold cross-validation study demonstrate strong predictive performance across all five dimensions: Neuroticism (Macro F1 = 77.69%), Conscientiousness (74.52%), Openness (77.52%), Agreeableness (73.09%), and Extraversion (76.69%). The ablation study examines whether the absence of gaze information affects the model performance, demonstrating that incorporating missingness improves multimodal time-series modeling. The full model, which integrates both time-series signals and missingness information, achieves 10-15% higher accuracy and macro F1 scores across all Big Five traits compared to the model without time-series signals and missingness. These findings provide evidence that personality can be inferred from search-related gaze behavior and demonstrate the value of incorporating missing gaze data into time-series multimodal modeling.

preprint2026arXiv

EduGage: Methods and Dataset for Sensor-Based Momentary Assessment of Engagement in Self-Guided Video Learning

Engagement, which links to attentional, emotional, and cognitive dimensions, plays an important role in learning. In online and video-based learning environments, learners often need to regulate their own interactions with instructional materials. Measuring and reflecting on engagement can therefore support both learners and adaptive learning systems. In this study, we use wearable and camera-based sensing devices to collect physiological and motion signals, including PPG, ECG, EDA, EEG, IMU, heart rate, temperature, and eye-tracking data, to estimate learner engagement. We conducted a user study with 16 participants in a video-based learning scenario, where participants completed learning tasks and provided repeated in-situ self-reports of engagement through brief probes. We develop and evaluate a system for engagement estimation, compare different sensing modalities, and further analyze the feasibility and effectiveness of multimodal modeling for characterizing learner engagement. Across participant-based cross-validation, our model achieves an MAE of 0.81, 83.75% within-1 accuracy, 73.93% binary accuracy, and 68.45% binary Macro-F1, outperforming sensor-free, statistical, deep temporal, foundation-model, and LLM-based baselines. Our results suggest that fine-grained engagement estimation is feasible but inherently noisy, and that practical systems should prioritize lightweight combinations of behavioral and physiological signals over full multimodal instrumentation. We release the EduGage dataset, including synchronized multimodal sensor signals, probe-aligned momentary engagement labels, video metadata, quizzes, and study materials, to support reproducible research on fine-grained sensor-based engagement modeling in self-guided learning.