Looking for Consent: An Exploratory Eye-Tracking Study

Summary

Over the past decade, research has documented consistently high rates of sexual victimization, a subset of gender-based violence (GBV), reported by students to their university (Fedina et al., 2018; Dworkin et al., 2021).

Yet formal reporting to institutional or legal authorities remains markedly lower.

A critical mechanism underlying this reporting gap is the boundary between consensual and non-consensual sexual activity: sexual consent is both a legally defined category, determining formal adjudication, and a socially constructed concept, shaped by cultural norms and everyday understanding.

Divergence between legal and social interpretations of sexual consent influences how individuals recognize, communicate, and, ultimately, report experiences of sexual victimization (Peterson & Muehlenhard, 2004; Randall, 2010; Zozula et al., 2021).

In the UK context, efforts to address GBV rely heavily on educational interventions (Burton et al., 2023; Kubota & Nakazawa, 2022), yet their effectiveness is limited by an incomplete understanding of sexual consent and an inability to practice new skills (Plous, 2000; Scully & Rowe, 2009).

Indeed, existing evidence suggests a disconnect between theoretical consent knowledge and actual consent behaviour (e.g., communicating sexual consent, recognizing non-consent cues [Arévalo et al., 2025; Gilles-Noguès et al., 2024]). This project aims to evaluate the feasibility of using short videos (bespoke or publicly available) to enhance students’ practical application of their consent knowledge.

Recognizing that sexual consent communication often unfolds over a sequence of interactions, the project utilizes eye tracking technology to analyze participants’ attentional cues during these scenarios. By focusing on students’ recognition of consent cues, we intend to uncover the factors influencing students’ interpretations and understanding of these critical interactions.

Ultimately, insights garnered from this evaluation will inform the design of a subsequent 360° video intervention, building upon the foundational work established in this project.

Objectives of the research:

This comprehensive approach aims to achieve four core objectives:

1. Evaluate the effectiveness of the videos in explaining how sexual consent is perceived and communicated.
2. Explore the correlation between sexual consent knowledge and recognition of consent cues.
3. Assess the practical viability of an evidence-informed intervention to improve sexual consent understanding.
4. Evaluate gaze metrics to analyze gender differences in engagement with coercive control/consent scenarios.

Methods to be used:

• Systematic literature review
• Pre-/post-surveys to assess demographics, consent attitudes, beliefs and knowledge, bystander confidence, familiarity with consent education, user experience and reaction to participation
• Experimental use of eye-tracking equipment to assess basic gaze metrics and comparing male/female viewing of coercive control/consent videos (publicly available or bespoke)
• Semi-structured interviews with subset of participants to support refinement of the intervention and further explore their consent understanding

Skills required of applicant:

• An undergraduate degree in psychology or related discipline with a grade of 2:1 or above
• Confidence in conducting a literature review and synthesis of findings
• Able to gather qualitative and quantitative data
• Familiarity with SPSS and NVivo
• Basic understanding of eye-tracking methods and technology
• Strong verbal and written communication skills
• Experience working collaboratively in a team
• Ability to analyze complex information and make reasoned judgements
• Strong understanding of ethical issues pertaining to research involving sensitive topics (e.g., gender-based violence, sexual consent)
• A genuine interest in advancing knowledge relating to preventing gender-based violence

Essential criteria

Applicants should hold, or expect to obtain, a First or Upper Second Class Honours Degree in a subject relevant to the proposed area of study.

We may also consider applications from those who hold equivalent qualifications, for example, a Lower Second Class Honours Degree plus a Master’s Degree with Distinction.

In exceptional circumstances, the University may consider a portfolio of evidence from applicants who have appropriate professional experience which is equivalent to the learning outcomes of an Honours degree in lieu of academic qualifications.

Equal Opportunities

The University is an equal opportunities employer and welcomes applicants from all sections of the community, particularly from those with disabilities.

Appointment will be made on merit.

Funding and eligibility

This opportunity is open to all applicants.

The tuition fee for international and EU (excluding ROI) candidates is £19,040 for 2026/27.

Studentship funding is available to UK and ROI applicants, as follows:

• MRes studentships will be available to top ranked candidates to cover tuition fees and a Research Training Support Grant of £900.
• All applicants to the project will be considered automatically for an MRes studentship.
• Applicants who do not receive a studentship but meet admission requirements may be offered admission on a self-funded basis.
• Applicants who already hold an MRes or a doctoral degree or who have been registered on a programme of research leading to the award of an MRes or doctoral degree are NOT eligible to apply for funding.
• Applicants who hold or who are registered on a taught Master’s degree are eligible to apply.