Eye tracking technologies are one of the cutting-edge techniques frequently used in research spanning multiple disciplines, including special education. This technique is a software technology that provides in-depth knowledge in identifying the characteristics of learning disabilities and distinguishing them from their peers in human-computer interaction. The estimation strategies used by students with learning disabilities on the number line can be evaluated through eye tracking. This study aimed to describe the articles in which the number line estimation strategies of students with and without learning disabilities were examined with an eye-tracking tool. In the process of accessing the articles, a comprehensive search was carried out based on electronic databases, journal indexes, and research references. A total of eight articles, in line with some essential selection criteria for inclusion and exclusion of participant articles from this research, were analyzed in the context of descriptive analysis. Descriptive analysis of the studies was carried out, and their characteristics were revealed in the context of a) research purpose, b) the number of participants, c) age, d) gender, e) diagnosis, f) examined variables, and g) outcome data. Research findings indicate that students with and without learning disabilities exhibit different characteristics in estimation tasks on the number line. It is a tool that provides valuable information in determining students' individual differences. It has been stated that the total error rate of students with learning disabilities is higher than their peers with typical development, their estimations have a natural representation feature, and they use reference points on the number line less frequently. It is expected that the research findings will contribute to the studies conducted in the national literature in the future and will shed light on the intervention programs to be prepared.

  Learning disabilities, eye tracking, number line estimation strategies.