Guiding attention in the classroom: An eye‐tracking study on the associations between preservice teachers' goals and noticing of student interactions

British Journal of Educational Psychology, Год журнала: 2025, Номер unknown

Опубликована: Март 10, 2025

Teachers' goals play an important role in teaching quality and student outcomes. However, the processes through which this aspect of teacher motivation translates into specific behaviours remain unclear. This study investigates how directed at students classroom are associated with visual information processing events, aiming to link professional vision. The involved 51 preservice teachers average 36 days practical experience. Participants' eye movements were recorded tracking while they observed a video stimulus 11th-grade mathematics classroom. Through interview, participants specified their for individual whole after having watched start stimulus. During rest 3-min-long simulation, eye-tracking number duration fixations on students. Goals more longer fixations. In contrast, targeting entire shorter fixation durations students, indicating even distribution attention. Especially mastery drove these patterns; nuanced effects depending goal content saliency behaviours. Preservice teachers' student-oriented shape attention classroom, influencing perceive interaction research highlights importance integrating vision understand cognitive pathways that also demonstrates utility technology exploring processes.

Язык: Английский

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State‐of‐the‐Art of Eye Tracking in Mobile‐Assisted Learning Studies: A Review of Twenty Years of Empirical Studies

Journal of Computer Assisted Learning, Год журнала: 2025, Номер 41(1)

Опубликована: Янв. 19, 2025

ABSTRACT Background Recent research has demonstrated the potential of mobile‐assisted learning to enhance learners' outcomes. In contrast, processes in this regard are much less explored using eye tracking technology. Objective This systematic review study aims synthesise relevant work reflect current state use over past 20 years. Method Fifty‐two articles were identified Preferred Reporting Items for Systematic Reviews and Meta‐Analysis approach, analysed based on technology‐based model five key dimensions: publication information, domains, technologies, methods, tracking‐related subdimensions. Results Discussion The findings indicate a growth studies from 2004 2023, with visual cognitive science educational technology being most studied domains. Tablets utilised medium, along usage shift towards glasses. Experiment durations, participant numbers, education levels varied across studies, but reading tasks common. Questionnaires tests main additional data collection fixation was frequently used category measures. Most provided no information their defined interest areas, which they extracted data, employed parametric or non‐parametric procedures compare group means analysis. primarily task performance, strategies, tools, while multimedia learning, linguistic processing, emotion received limited attention. Implications highlights limitations practices attention suggests avenues future efforts learning.

Язык: Английский

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Neuroeconomics and Neuroenvironment in Chimborazo Markets: Post-Pandemic Consumer Behavior

Journal of Lifestyle and SDGs Review, Год журнала: 2025, Номер 5(1), С. e04636 - e04636

Опубликована: Янв. 17, 2025

Objective: The study aimed to analyze the influence of neuroeconomics and neuroenvironment on consumer behavior in markets Guano, Ecuador, during post-pandemic period. primary focus was understanding how these factors affect purchasing decisions local gastronomic businesses, particularly context economic social changes brought about by COVID-19 pandemic region. Method: research employed a mixed-methods approach combining quantitative qualitative methodologies. Using finite population formula, sample size 382 consumers calculated from total 42,851 residents. utilized advanced eye-tracking technology measure visual attention behavior, complemented in-depth interviews groups. Data collection conducted through simple random sampling, statistical analysis performed using SPSS software, with Chi-squared tests for hypothesis testing evaluate relationship between neuroeconomic behavior. Results Discussion: revealed significant correlation neuroeconomics, neuroenvironment, significance p-value = 0.000. identified key emotional responses including joy, trust, curiosity, biosafety cleanliness emerging as building trust. Customer service quality appropriate ambient music generated positive responses, while data demonstrated varying levels engagement brands. Interestingly, certain aspects market decoration were found induce negative emotions such sadness. These findings conclusively validated that significantly Guanese markets. Research Implications: study's provide crucial insights traders marketers enhance experiences environments. emphasizes importance prioritizing measures, maintaining product variety stimulate creating engaging offer valuable guidance developing effective marketing strategies adapted beneficial businesses adapting new dynamics expectations. Originality/Value: This pioneers examination Chimborazo technology, offering contributing crisis periods.

Язык: Английский

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Racialized reprimands: A mobile eye-tracking study on teachers’ responses to students’ norm-violating behaviors

Contemporary Educational Psychology, Год журнала: 2025, Номер 80, С. 102351 - 102351

Опубликована: Фев. 7, 2025

Язык: Английский

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Teacher gaze and attitudes toward student gender: evidence from eye tracking and implicit association tests

Social Psychology of Education, Год журнала: 2025, Номер 28(1)

Опубликована: Март 3, 2025

Язык: Английский

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Comparing the effects of a specific task instruction and prompts on pre-service teachers’ noticing of classroom management situations

Zeitschrift für Erziehungswissenschaft, Год журнала: 2024, Номер unknown

Опубликована: Окт. 14, 2024

Abstract Attending to relevant information in complex classroom situations can be a challenging task for pre-service teachers which is why teacher education programs often use authentic videos scaffold teachers’ professional vision. However, date, it remains unclear instructions guide attention toward management promote the early development of This mixed-methods study ( n = 85 teachers) compared effects (a) specific instruction before watching video and (b) prompts during on noticing—indicated by number, velocity, relevance identified situations. Controlling mental effort pedagogical-psychological knowledge, t -Tests showed both types have similar attention-guiding effect. Qualitative analyses retrospective interviews revealed that verbal reactive strategies more easily than nonverbal when observing experienced videos. We discuss as an economic alternative video-based and—based our qualitative findings—provide directions future research.

Язык: Английский

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Editorial: Advancing research on teachers' professional vision: implementing novel technologies, methods and theories

Frontiers in Education, Год журнала: 2024, Номер 9

Опубликована: Июль 15, 2024

Editorial: Advancing research on teachers' professional vision: implementing novel technologies, methods and theories

Язык: Английский

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Guiding pre-service teachers’ visual attention through instructional settings: an eye-tracking study

Frontiers in Education, Год журнала: 2023, Номер 8

Опубликована: Ноя. 13, 2023

In complex classroom situations, pre-service teachers often struggle to identify relevant information. Consequently, videos are widely used support teachers’ professional vision. However, need instructional guidance attend information in videos. Previous studies identified a specific task instruction and prompts as promising instructions enhance This mixed-methods eye-tracking study aimed compare visual attention for management one of three conditions. Participants viewed two clicked button whenever they situations the They got either (1) before video viewing ( n = 45), (2) attention-guiding during or (3) general 45) control group. We expected better guide participants’ compared because both experimental conditions contained informational cues focus on dimensions management. As were assumed activate cognitive schemata, resulting knowledge-based processing information, we have similar effect viewing. Measurements conducted an outcome level (mouse clicks) process (eye tracking). Findings confirmed our hypotheses part regarding gaze relational index. Nevertheless, disruptive situation, participants prompting condition showed attentional performance than other higher number fixation shorter time first students. Further qualitative analyses revealed that, when observing without guidance, less likely more concerning action. discuss advantages teacher education terms economy implementation salience situations.

Язык: Английский

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

Опубликована: Март 11, 2024

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 unfortunate, since combining IVR can reveal crucial information about the learners' behavior cognitive processes. To overcome this issue, we investigated whether positional learners during a short teaching exercise (i.e., microteaching) may predict actual fixation on given set classroom objects. We analyzed data pre-service teachers from 23 microlessons by means random forest compared it to two baseline models. The algorithm was able correct an F1-score .8637, improvement .5770 over inferring fixations based forward direction headset (head gaze). head gaze itself .1754 predicting most frequent class Floor). Our results indicate that successfully approximate scenario, making promising candidate for investigating teachers' ability direct students' their own attentional focus lesson.

Язык: Английский

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Teachers’ noticing in inclusive and special school systems: the same or different?

European Journal of Special Needs Education, Год журнала: 2024, Номер unknown, С. 1 - 16

Опубликована: Ноя. 4, 2024

The quality of teachers' noticing in the inclusive classroom is supposed to depend on expertise. As part professional development video clubs, we compared Austrian and Swiss teaching. While, Austria, teachers worked an setting, Switzerland participating school ran special educational needs (SEN) classes. This led interesting question whether there were differences between two forms education. We conducted a club with mainstream SEN four times locally twice cross-nationally. A qualitative content analysis was carried out frequencies categories quantitatively groups over time. Overall, did not differ their noticing, which somewhat surprising but can be explained by generally high level expertise relation heterogeneous Lesson only significant category where classrooms showed higher noticing. It appears that experience either setting able assess meaningful teaching, opportunities for teaching practices are yet being used fully.

Язык: Английский

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