02008nas a2200277   4500000000100000000000100001008004100002653001400043653001300057653002700070653001700097653001600114653002500130653002000155653003800175653003000213100001000243700001500253700001600268700001300284245008000297300001300377490000700390520131900397022001401716                                       d10aATTENTION10aEXAMPLES10aExample-based learning10aEye tracking10aINFORMATION10aProcedural knowledge10aTacit knowledge10aTraditional handicrafts education10aVisual observation skills1 aLi Ye1 aSimin Yang1 aXueyan Zhou1 aYuxi Lin00aSupporting traditional handicrafts teaching through eye movement technology  a981-10050 v333 aMastering a handicraft skill requires not only being proficient in the use of tools and body coordination, but also the visual observation skills including planning, inspection and evaluation. In recent years, many studies of heritage education have focused on the development and promotion of traditional handicraft teaching. However, these studies rarely pay attention to effectively conveying the visual observation experience in procedural knowledge from experts to novices to help them learn handicraft skills. By analysing the eye-tracking metrics and visualizing the visual pattern of the expert, this study constructs an Eye-Movement Modelling Example (EMME) to demonstrate the expert model to novices to improve their ability to recognize and make appropriate judgements based on visual observations. A multi-dimensional evaluation was carried out to test the effectiveness of this novel instructional method in helping novices perceive visual knowledge from experts and learn handicrafts. Finally, this study successfully used eye-tracking technology to reveal the potential visual patterns of the expert in traditional handicraft making and confirm the role of EMME in promoting traditional handicraft teaching and inheritance. We provided a new way for the inheritance of traditional handicraft skills.  a0957-7572