Investigation of classroom management skills by using eye-tracking technology

Coşkun, Atakan; Çağıltay, Kürşat

doi:10.1007/s10639-020-10368-0

Cited by 7 publications

(8 citation statements)

References 23 publications

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“…In addition to the wearable data discussed above, there are several other types of data. For example, survey and interview (7.9%) data were used to obtain learners’ demographic characteristics, behavioral motivations, and attitudes toward wearable devices (Zhou et al, 2020; Mangaroska et al, 2021; Coskun & Cagiltay, 2021). These data can also help teachers to understand the role of wearables in curriculum instruction and pedagogical innovation, to study the pedagogical effects as well as the drawbacks of using wearables, and to make some further suggestions for improvement.…”

Section: Discussionmentioning

confidence: 99%

Learning Analytics Based on Wearable Devices: A Systematic Literature Review From 2011 to 2021

Liu

Ren

Kong

et al. 2022

Journal of Educational Computing Research

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Wearable devices are an emerging technological tool in the field of learning analytics. With the help of wearable technologies, an increasing number of scholars have a strong interest in studying the associations between student data and learning outcomes in different learning environments. This systematic review examines 120 articles published between 2011 and 2021, exploring current research on learning analytics based on wearable devices in detail from both descriptive and content analysis. The descriptive analysis reviewed the included literature in five dimensions: publication times of the reviewed literature, wearable devices and data types used in studies, stakeholders, objectives, and methods involved in the analysis procedure. The content analysis aims to examine the literature covered in terms of three categorical domains of educational objectives: cognitive, affective, and behavioral, to investigate the practical applications and potential issues of learning analytics based on wearable devices. After that, based on the overall research content of the reviewed literature, a framework for learning analytics based on wearable devices is present, and its application process is summarized and analyzed for the reference of related researchers. At last, we summarize the limitations of existing studies and present several recommendations to further promote research and development in this field.

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Section: Discussionmentioning

confidence: 99%

Learning Analytics Based on Wearable Devices: A Systematic Literature Review From 2011 to 2021

Liu

Ren

Kong

et al. 2022

Journal of Educational Computing Research

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“…This study reported that current lecturers initially had higher scores on professional vision compared to future lecturers. Recently, mobile eye tracking recording has been used to elicit teachers' comments about classroom management (Coskun and Cagiltay, 2021). This study showed that teachers could gradually become aware of where they allocated their attention and attempted to deliberately change the amount of attention to students.…”

Section: Teacher Professional Vision In Higher Education and Its Deve...mentioning

confidence: 99%

Mobile eye tracking evoked teacher self-reflection about teaching practices and behavior towards students in higher education

Kaminskienė,

Horlenko,

Matulaitienė

et al. 2023

Front. Educ.

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This study was based on the concept of teacher professional vision, in which professional reasoning plays a crucial role, and investigated how video with gaze overlay and heatmaps from the mobile eye tracker can support teachers’ professional self-reflection and professional vision development in higher education. Four university teachers wore a mobile eye tracker in a segment of one lecture. Their gaze distribution on classroom targets was analyzed together with their reflective comments when watching the recordings of their own behavior in the lecture. The results showed that mobile eye tracking data provided feedback on the distribution of teacher attention in different areas in the classroom and between students. Visualization of gaze distribution as heatmaps allowed teachers to reflect on how they perceived their gaze allocation and most of them realized that sometimes there was a difference between how they perceived their gaze allocation and how it was captured by the eye tracker. The study revealed where teachers most often diverted their attention, which encouraged them to reflect on why this happened, to think about their professional reasoning, and to analyze opportunities for improvement. Therefore, the heatmap analysis based on the data collected with the mobile eye trackers could be used to develop the professional vision of teachers in different educational contexts for engaging students through more balanced attention to every student in the classroom. Implications for using mobile eye tracker recording and gaze distribution heatmaps in video-based professional development for teachers are discussed.

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“…The other visualisation type, heatmaps, colour code areas are based on aggregated data from duration and/or number of fixations from one or several individuals (Drusch et al, 2014). Examples of heatmap usage in education studies include illustrating teacher's gaze over classroom (Coskun & Cagiltay, 2021) or identifying learners' approaches to tasks, such as when counting with the help of mathematical representations (Bolden et al, 2015). Presentation of the findings can be structured according to the research questions, themes or data sources, often including results of data triangulation.…”

Section: Eye-tracking Data and Analysismentioning

confidence: 99%

“…-Training pre-service teachers for classroom work through EMME and discussion of the model's gaze -Recording pre-service teachers' classroom video and eye-tracking data for assessment and reflection-guiding purposes (Coskun & Cagiltay, 2021) -Developing country-specific resources based on the findings from classroom eye-tracking research in relation to a certain teacher competence (Faiella et al, 2019) However, for eye-tracking application to have direct and solid implications on teacher training, it is important to be reminded by McMahon et al (2019) on the perpetual tension between research on teaching and teaching practices in real life, where teacher training needs to construct life-long professional learning skills that would sustain effective practices within the ever-changing classroom. Teacher training cannot be simplified into a set of skills with routines to be re-enacted inside the classroom.…”

Section: Teachers' Professional Visionmentioning

confidence: 99%

Applying Eye-Tracking Technology in the Field of Entrepreneurship Education

Kaminskienė

Horlenko

Chu

2022

FGF Studies in Small Business and Entrepreneurship

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Eye-tracking application in social sciences including entrepreneurship education has increased significantly in the recent years. This technology has been used to investigate the learning process and how to foster it through instructions delivered, material used and the learning environment created. Traditional research with eye-tracking application mainly concentrates on visual aspects in the learning process including but not limited to text comprehension. A growing area of eye-tracking technologies is focused on entrepreneurship education including teacher education because schools are considered as an important stage for developing entrepreneurial competences.In general, the area of the application of eye tracking has become extremely wide in different sciences which also positively contributes to research in education. Transdisciplinary and multidisciplinary approaches are helpful to ensure multiple perspective as well as to ensure the validity of research data and results.This chapter is an attempt to critically reflect on how eye-tracking methodology is applied for research on entrepreneurship education and what are growing methodological challenges in it. At the end some implications for further studies in the field of entrepreneurship education are discussed as well as limitations of eye-tracking-based studies are highlighted.

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Investigation of classroom management skills by using eye-tracking technology

Cited by 7 publications

References 23 publications

Learning Analytics Based on Wearable Devices: A Systematic Literature Review From 2011 to 2021

Learning Analytics Based on Wearable Devices: A Systematic Literature Review From 2011 to 2021

Mobile eye tracking evoked teacher self-reflection about teaching practices and behavior towards students in higher education

Applying Eye-Tracking Technology in the Field of Entrepreneurship Education

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