Abstract
PURPOSE: To examine the difference of eye closed learning (iCLOL) time (time during which vision is not required), and the interblink interval (IBI), depending on the learning content, in order to consider the possibility of applying iCLOL to learning. METHODS: To examine iCLOL time during the listening, writing, and reading sections of an English examination, 19 Japanese subjects were asked to close their eyes whenever it did not interfere with their responses to the examination. Their eyes were video recorded with a video camera, and iCLOL time and the IBI were compared. RESULTS: The percentage of iCLOL time during the listening, writing, and reading sections of the examination was 50.7 ± 10.9%, 8.0 ± 6.5%, and 0.9 ± 1.0%, respectively with significant differences among the three. The iCLOL frequency during the listening, writing, and reading sections was 1.64 ± 0.54 times/min, 0.67 ± 0.50 times/min, and 0.26 ± 0.29 times/min, respectively, with significant differences among the three. The IBI during the listening, writing, and reading sections was 3.7 ± 1.7 s, 3.7 ± 1.6 s, and 5.0 ± 2.1 s, respectively; it was significantly shorter for listening and writing than for reading. CONCLUSION: iCLOL time was observed during the English examination, the percentage and frequency of which differed depending on the examination content. At times during the examination when the iCLOL time percentage and frequency were greater, the IBI was shorter. These results suggest that iCLOL may be applied as a method during learning.