Teachers’ gaze over space and time in a real-world classroom
| Autor: | Kenneth Holmqvist, Zuzana Šmideková, Miroslav Janík, Eva Minarikova |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2018 |
| Předmět: |
Eye movement
ComputingMethodologies_IMAGEPROCESSINGANDCOMPUTERVISION Eye contact Sitting gaze eye tracking 0502 economics and business Mathematics education ComputingMilieux_COMPUTERSANDEDUCATION 050207 economics Competence (human resources) individual differences 050208 finance Spacetime 4. Education 05 social sciences QM1-695 Gaze Sensory Systems attention Body language Ophthalmology Human anatomy Eye tracking region of interest Psychology Research Article |
| Zdroj: | Journal of Eye Movement Research Journal of Eye Movement Research, Vol 13, Iss 4 (2020) Journal of Eye Movement Research; Bd. 13 Nr. 4 (2020) Journal of Eye Movement Research; Vol. 13 No. 4 (2020) |
| ISSN: | 1995-8692 |
| Popis: | Reading students’ faces and their body language, checking their worksheets, and keeping eye contact is a key trait of teacher competence. The new technology of mobile eye-tracking provides researchers with possibilities to explore teaching from the viewpoint of teacher gaze, but also introduces many new method questions. This study had the primary aim to investigate teachers´ attention distribution over space: the number and durations of several types of their gazes, and how their gaze depends on the factors of students´ gender, achievement, and position in the classroom. Results show that teacher gaze was distributed unevenly across both space and time. Teachers looked at the most-watched students 3-8 times more often than at the least-watched ones. Students sitting in the first row and the middle section received significantly more gaze than those sitting outside this zone. All three teachers made more single gaze visits - looking at the students but making no eye contact - than mutual gazes or student material gazes. The three teachers’ gaze distribution also varied substantially from lesson to lesson. Our results are important for understanding teacher behavior in real classrooms, but also point to the relevance of appropriate method design in future classroom studies with eye-tracking. |
| Databáze: | OpenAIRE |
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