As presented in the work of Banerjee, \cite{Banerjee_2014} some cognitive skills that can be associated with eye movement and also be tracked with electrooculography. In that study, it was noticed that is was possible to detect or discriminate activities such as reading and writing. Fogarty \cite{Fogarty1989}, also notice that blinks have a relation with cognitive function by analyzing that the rate of blinking decreases while making visually demanding activities. Taking these studies as a reference it is possible to infer that the proposed eye-tracking system can be used to study levels 1 and 2 of Bloom's Taxonomy since reading and writing are often associated with the process of remembering or recall ideas and understanding concepts. Another work that sustains the above is the one presented by Lagodzinski \cite{Lagodzinski_2018} in which it tried to found the features associated with the EOG signal and certain cognitive activities such as reading, writing, or watching television. This raises the potential of using the eye-tracking device to not only study the cognitive behavior while reading but also while seen videos on a computer or television in an objective manner instead of applying questionnaires to the student after watching a video or interacting with some type o multimedia material. Besides, Eckstein \cite{Eckstein_2017}, mentioned that eye-tracking and eye-gaze could be crucial to access important characteristics of the cognitive process such as attention, memory, and decision making. This suggests that the eye-tracking system can be used to study aspects of the third (Apply) and fourth (Analyze) stages of Bloom's Taxonomy especially in decision-making experiments. Moreover, Shipulina\cite{a2019}, also remarks that many of mathematics activities are related to the eye-related behavior that can be recorded through electrooculography. For instance, Hegarty \cite{Hegarty_1995} realized a study in which it was determined that unsuccessful arithmetic word problem solvers tend to fix their eyes on relational terms or numbers while more successful solvers fix their eyes on variables. The work of Hegarty, suggest that the analysis of eye movement can have a way of measuring or acquiring feedback on the learning outcomes related to the applying and analyzing stages of Bloom's Taxonomy while exams or test are applied that are related to mathematics. Table, present a list of activities or experiments that can be carried out to study the cognitive process of the student according to the stages that are presented in Bloom's Framework. Notice that these activities are limited to only the first four stages of the model of Bloom, higher-order learning outcomes as evaluation and creation demand, and analysis of the judgment and creativity of the student.