[Alemdag E., Cagiltay K. (2018). A systematic review of eye tracking research on multimedia learning. Computers & Education, 125, 413-428.10.1016/j.compedu.2018.06.023]Search in Google Scholar
[Antonenko P.D. (2019). Educational Neuroscience: Exploring Cognitive Processes that Underlie Learning. In: T. Parsons, L. Lin, D. Cockerham (Eds.). Mind, Brain and Technology. Educational Communications and Technology: Issues and Innovations (27-48). Cham: Springer.]Search in Google Scholar
[Bocconi S., Panesi S. (2018). Teachers’ professional learning and competence in the digital era. The DigCompEdu framework. In M. Ranieri, L. Menichetti, M. K. Borges (eds.), Teacher Education & Training on ICT between Europe and Latin America (39-48). Roma: Aracne editrice.]Search in Google Scholar
[Carretero S., Vuorikari R., Punie Y. (2017). The Digital Competence Framework for Citizens. Luxembourg: Publications Office of the European Union.]Search in Google Scholar
[Di Fabio A. (2002). Bilancio di competenze e orientamento formativo, Firenze: Giunti O.S.]Search in Google Scholar
[Duchowski A.T. (2007). Eye Tracking Methodology: Theory and Practice. London: Springer.]Search in Google Scholar
[European Union (2008). Recommendation the European Parliament and the Council of 18 December 2006 on Key Competences for Lifelong Learning. Official Journal of the European Union (2006/962/EC), L394/10-18.]Search in Google Scholar
[Flynn R. M., Wong K. M., Neuman S. B., Kaefer T. (2019). Children’s attention to screen-based pedagogical supports: an eye-tracking study with low-income preschool children in the United States. Journal of Children and Media,13(2), 180-200.10.1080/17482798.2019.1575887]Search in Google Scholar
[Henning E., Van Rensburg W., Smit B. (2004). Finding your way in qualitative research. Pretoria: Van Schaik.]Search in Google Scholar
[Le Boterf G. (2008). Costruire le competenze individuali e collettive. Napoli: Alfredo Guida Editore.]Search in Google Scholar
[Limone P., Parmigiani D. (2017). Modelli pedagogici e pratiche didattiche per la formazione iniziale e in servizio degli insegnanti. Bari: Progedit.]Search in Google Scholar
[Lombardi M.G. (2014). Competenze nella responsabilità. L’educativo scolastico. Pisa: ETS.]Search in Google Scholar
[Menichetti L. (2017). La competenza digitale: dalla definizione a un framework per la scuola. Media Education, 8(2), 175-195.]Search in Google Scholar
[Perrenaoud P. (2002). Dieci nuove competenze per insegnare. Roma: Anicia.]Search in Google Scholar
[Ravotto P. (2017). DigComp versione 2.1 e DigCompEdu. Bricks, 7(3), 113-127.]Search in Google Scholar
[Redecker C. (2017). European Framework for the Digital Competence of Educators: DigCompEdu. Punie, Y. (ed.). EUR 28775 EN. Luxembourg: Publications Office of the European Union.]Search in Google Scholar
[Vitolo M. (2008). Guy Le Boterf. Costruire le competenze individuali e collettive. Napoli: Guida.]Search in Google Scholar
[Wang J., Antonenko P., Celepkolu M., Jimenez Y., Fieldman E., Fieldman A. (2019). Exploring Relationships Between Eye Tracking and Traditional Usability Testing Data. Journal of Human-Computer Interaction, 35(6), 483-494.10.1080/10447318.2018.1464776]Search in Google Scholar
[Was C., Sansosti F., Morris B. (2017). Eye-Tracking Technology Applications in Educational Research. Hershey: IGI-Global.10.4018/978-1-5225-1005-5]Search in Google Scholar
[Yang F.-Y., Tsai M.-J., Chiou G.-L., Lee S. W.-Y., Chang C.-C., Chen L.-L. (2018). Instructional Suggestions Supporting Science Learning in Digital Environments Based on a Review of Eye Tracking Studies. Journal of Educational Technology & Society, 21(2), 28-45.]Search in Google Scholar
