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.

Characterising Topic Familiarity and Query Specificity Using Eye-Tracking Data

Eye-tracking data has been shown to correlate with a user's knowledge level and query formulation behaviour. While previous work has focused primarily on eye gaze fixations for attention analysis, often requiring additional contextual information, our study investigates the memory-related cognitive dimension by relying solely on pupil dilation and gaze velocity to infer users' topic familiarity and query specificity without needing any contextual information. Using eye-tracking data collected via a lab user study (N=18), we achieved a Macro F1 score of 71.25% for predicting topic familiarity with a Gradient Boosting classifier, and a Macro F1 score of 60.54% with a k-nearest neighbours (KNN) classifier for query specificity. Furthermore, we developed a novel annotation guideline -- specifically tailored for question answering -- to manually classify queries as Specific or Non-specific. This study demonstrates the feasibility of eye-tracking to better understand topic familiarity and query specificity in search.

Enhanced Bloom's Educational Taxonomy for Fostering Information Literacy in the Era of Large Language Models

The advent of Large Language Models (LLMs) has profoundly transformed the paradigms of information retrieval and problem-solving, enabling students to access information acquisition more efficiently to support learning. However, there is currently a lack of standardized evaluation frameworks that guide learners in effectively leveraging LLMs. This paper proposes an LLM-driven Bloom's Educational Taxonomy that aims to recognize and evaluate students' information literacy (IL) with LLMs, and to formalize and guide students practice-based activities of using LLMs to solve complex problems. The framework delineates the IL corresponding to the cognitive abilities required to use LLM into two distinct stages: Exploration & Action and Creation & Metacognition. It further subdivides these into seven phases: Perceiving, Searching, Reasoning, Interacting, Evaluating, Organizing, and Curating. Through the case presentation, the analysis demonstrates the framework's applicability and feasibility, supporting its role in fostering IL among students with varying levels of prior knowledge. This framework fills the existing gap in the analysis of LLM usage frameworks and provides theoretical support for guiding learners to improve IL.