Eye-tracking research on teacher professional vision: A meta-analytic review

Keskin, Özün; Seidel, Tina; Stürmer, Kathleen; Gegenfurtner, Andreas

doi:10.1016/j.edurev.2023.100586

Cited by 9 publications

(3 citation statements)

References 98 publications

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“…Goodwin (1994) proposed the term "professional vision" for the ways in which communities of practice can be defined by what the practitioners notice. In the context of teaching, mobile eyetracking research (Keller et al, 2022;Keskin et al, 2024) confirms these basic features of expert looking -that experts are better at quickly noticing what's important in a situation while they teach, which enables them to assess alternative teaching "moves". Research in other domains has emphasized the specificity of expert looking, Panchuk and Vickers (2006) reviewed research showing that looking patterns of successful goalies in two superficially similar sports -ice hockey and soccer -differ in ways that correspond to the affordances of shooting on goal in each activity.…”

Section: Expert Looking As a Key Feature Of Teacher Expertisementioning

confidence: 89%

Learning from (re)experience: What mobile eye-tracking video can help us learn about the cognitive processes of teaching

Miller,

Correa,

Cortina

et al. 2024

Front. Educ.

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IntroductionClassroom teachers need to monitor a group of students varying in interest, knowledge, and behavior at the same time that they present a lesson and adapt it on the fly to student questions and understanding. Many areas of expertise are associated with special kinds of perceptual skills, and teaching presents its own perceptual challenges. We discuss the special nature of the expert looking that teachers must develop and how it relates to more general models of expertise. Standard methods of classroom video are limited in their support of teacher professional looking, and we explore an alternative using mobile eyetracking that overcomes many of these limits. The combination of mobile eyetracking records and standard video enables the participant to “re-experience” a situation in a vivid way, while also seeing things they missed the first time through.MethodsWe report a study in which pairs of novice and experienced teachers teaching the same students watched their own mobile eyetracking recordings while performing a retrospective think-aloud task.ResultsExperienced teachers were better able to describe high-level features and their significance in the lessons, while novices were more likely to talk about in-the-moment events such as things they failed to see while teaching. This is consistent with work on expertise that suggests there are both costs and benefits to expert looking.DiscussionOur results suggest that the ability to quickly grasp the meaning of a classroom situation may be associated with less awareness of some of the lower-level features on which those inferences are based. Novice and experienced teachers notice different things and have different perspectives on classroom processes; understanding the cognitive process of teachers will require combining insights from each. The methods used in this study are quickly becoming less costly and more accessible, and they have a unique role to play in research and in teacher professional development.

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Section: Expert Looking As a Key Feature Of Teacher Expertisementioning

confidence: 89%

Learning from (re)experience: What mobile eye-tracking video can help us learn about the cognitive processes of teaching

Miller,

Correa,

Cortina

et al. 2024

Front. Educ.

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show abstract

“…It would equip PSTs and their educators with sophisticated, non-obtrusive ways to measure the attentional focus of teacher and students during a teaching exercise. For example, it could be used to make inferences about the PSTs' ability to distribute their attention to all students equally, and to make them aware of how their behavior compares to that of experienced teachers (Keskin et al, 2024). Generally, visualizing the attentional focus can greatly contribute to augmenting the feedback the PSTs receive from their peers and educators, therefore improving this central component of teacher training (Banga, 2014).…”

Section: Approximating Eye Gaze 14mentioning

confidence: 99%

“…More specifically, eye tracking was shown to enhance user interactions in IVR, for example object selection (Wang & Kopper, 2021) or typing on a virtual keyboard (Zhao et al, 2023). In the context of education and training, it is important to note that eye tracking can be used to infer cognitive load (Bozkir et al, 2019), joint attention of learners (Jing et al, 2022), and the distribution of teachers' visual attention in the classroom (Keskin et al, 2024). This opens up many possibilities, ranging from personalized IVR learning experiences to enhanced performance feedback for learners and teachers, respectively.…”

Section: Introductionmentioning

confidence: 99%

Approximating eye gaze with head pose in a virtual reality microteaching scenario for pre-service teachers

Moser,

Hlosta,

Bergamin

et al. 2024

Preprint

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Although immersive virtual reality (IVR) technology is becoming increasingly accessible, head-mounted displays with eye tracking capability are more costly and therefore rarely used in educational settings outside of research. This is unfortunate, since combining IVR with eye tracking can reveal crucial information about the learners' behavior and cognitive processes. To overcome this issue, we investigated whether the positional tracking of learners during a short teaching exercise in IVR (i.e., microteaching) may predict the actual fixation on a given set of classroom objects. We analyzed the positional data of pre-service teachers from 23 microlessons by means of a random forest and compared it to two baseline models. The algorithm was able to predict the correct eye fixation with an F1-score of .8637, an improvement of .5770 over inferring eye fixations based on the forward direction of the IVR headset (head gaze). The head gaze itself was a .1754 improvement compared to predicting the most frequent class (i.e., Floor). Our results indicate that the positional tracking data can successfully approximate eye gaze in an IVR teaching scenario, making it a promising candidate for investigating the pre-service teachers' ability to direct students' and their own attentional focus during a lesson.

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Turning the Gaze Inwards: Exploring Simulator Instructors’ Professional Vision Through Eye-Tracking and Stimulated Recall Interviews

Sharma,

Harrington,

Sellberg

et al. 2024

Lecture Notes in Networks and Systems

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Eye-tracking research on teacher professional vision: A meta-analytic review

Cited by 9 publications

References 98 publications

Learning from (re)experience: What mobile eye-tracking video can help us learn about the cognitive processes of teaching

Learning from (re)experience: What mobile eye-tracking video can help us learn about the cognitive processes of teaching

Approximating eye gaze with head pose in a virtual reality microteaching scenario for pre-service teachers

Turning the Gaze Inwards: Exploring Simulator Instructors’ Professional Vision Through Eye-Tracking and Stimulated Recall Interviews

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