Abstract
This paper aims to introduce an intended creation of instructional handbook for physics teachers on possibilities of using eye-tracking methods in their classrooms. Said handbook will contain eye-tracking indicators alongside instructions on how to apply them and interpret their meaning in the context of physics learning or problem solving done by students.
Included indicators will be selected based on currently ongoing literary research in the fields of eye-tracking applied to learning, reading, problem solving and any other relevant areas, for example educational science in general or other branches of eye-tracking research. Selected indicators will then be tested on smaller sample of students to confirm their usefulness in educational context.