The paper presents a detailed analysis of how geological maps are read and interpreted differently by experts in geology and those new to the field. It primarily focuses on three eye-tracking experiments. The first experiment employs a remote eye-tracker to evaluate user reading of scans of geological maps presented on the screen. In the second experiment, the usability of the Czech Geological Survey’s (CGS) online map application was also evaluated using a remote eye-tracker. In the last experiment, paper geological maps were used as stimuli, and eye movement data were recorded using eye-tracking glasses. Participants in the study were categorized into three groups: geologists, geographers, and geoinformatics professionals. Recorded data were visualized using a newly developed open-source online tool called GazePlotter to visualize sequence charts. A variety of experiments helped us to showcase the possibilities of GazePlotter. Findings indicate that geologists tend to concentrate more on the map content than the other groups and generally spend less time completing tasks. The study also uncovers several usability issues within the CGS online map application.

Dyslexia is a specific learning disability characterized by difficulties in decoding words and reading, which harms the reading process. A large amount of information is delivered in a text-based form, and therefore stable reading development is crucial. For these reasons, it is necessary to focus on intensive dyslexia intervention based regularly and concerning the individual needs and deficiencies of the dyslexic reader. This paper presents a concept of a comprehensive system for dyslexia intervention based on gaze interactions with a detailed introduction of a paired reading approach. The paper includes a description of this approach, its background, and a proposal for the gaze-based implementation of the paired reading approach. The development of an intervention system based on innovative cognitive models of reading approach would lead to the targeted dyslexia intervention and subsequent development of reading skills for dyslexics whose reading literacy does not meet the standards.

Despite the established use of eye-tracking in cartographic evaluation, its potential for interactive purposes is underutilized. The described dissertation aims to bridge the existing gap by developing a framework that incorporates gaze-based interactions within digital cartography. Next, we aim to empirically test their effectiveness in improving task completion speed, accuracy, information recall, and user satisfaction compared to traditional controls. Preliminary results using the GazePoint HD 3 eye-tracker within a Leaflet.js map application demonstrate this approach’s technical feasibility and potential benefits. The research methodology includes a PRISMA systematic review of current gaze-based interactions in cartography, the development of a web-based technological framework, and comprehensive empirical testing of hypotheses. Gaze-based interactions in cartography could benefit sectors with intensive map reliance, such as emergency response, by enabling faster task execution or education by simplifying the teaching of complex natural or social processes through gaze-adaptive map applications. By moving eye-tracking use from evaluation to interaction, the dissertation could offer a path for enhancing decision-making, learning, and operational efficiency in a world increasingly dependent on digital mapping solutions.