Using eye-tracking to investigate teacher gaze: Data accuracy and drawing of meaningful dynamic areas of interest in video stimuli

Pappa, Christina Ioanna; Kosel, Christian; Schnitzler, Katharina; Seidel, Tina

doi:10.5817/pedor2019-4-401

PedOr

2020

DOI: 10.5817/pedor2019-4-401

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Using eye-tracking to investigate teacher gaze: Data accuracy and drawing of meaningful dynamic areas of interest in video stimuli

Christina Ioanna Pappa¹,

Christian Kosel²,

Katharina Schnitzler³

et al.

Abstract: Studie, které zkoumají pozornost učitelů skrze eye-tracking vykazují velkou různorodost co se týče stylu reportování a pohledu na kvalitu dat. Důvodem může být to, že eye-tracking je v oblasti výzkumu učitele poměrně novou metodou a systematická metodologická doporučení prozatím neexistují. To se týká především kvality sbíraných dat (tedy přesnosti) a způsobu jejich zpracování skrze vykreslení dynamických oblastí zájmu (areas of interest, AOI) ve video stimulech. Předkládaná studie zkoumá vliv různých hladin a… Show more

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Cited by 3 publications

References 29 publications

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

Keskin,

Seidel,

Stürmer

et al. 2024

Educational Research Review

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

Keskin,

Seidel,

Stürmer

et al. 2024

Educational Research Review

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Assessment of noticing of classroom disruptions: a multi-methods approach

Biermann,

Brünken,

Lewalter

et al. 2023

Front. Educ.

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Teachers’ noticing as a basic precondition for effective teaching is characterized by focusing on relevant events in the classroom and ignoring the irrelevant. In recent years, many researchers have used eye-tracking methodology in classroom observations to gather information about the continuous attentional processes of teachers. Despite the general validity of the eye–mind assumption, methodological triangulation is necessary to draw conclusions about the where and why of the focus of attention. Although in previous studies, different data sources like gaze and verbal data have been used, the analyses were mostly conducted separately, instead of directly combining the data. In our study, we collected verbal data (retrospective think-aloud; RTA) and a reaction-based concurrent measure (keystroke) to assess the noticing process of novice and experienced teachers (N = 52) while they watched staged videos of classroom situations. For a direct triangulation, we combined these data with eye-tracking data. The aim of the study was to combine both measures with eye-tracking parameters that indicate attentional processes (fixation count, mean fixation duration, and revisits), and with expertise. We found that participants who were aware of the critical incidents in the videos (they gave a keystroke or mentioned the incident in the RTA), showed—as expected—a higher number of fixations and more revisits to the appropriate area, but a comparable mean fixation duration. However, expertise differences regarding accuracy in both measures could not be shown. We discuss methodological issues regarding the implementation of RTA and keystroke as measurements for the noticing process because—despite only partially significant results—both methods are promising as they allow complementation and possible correction of eye-movement-only data.

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

Gabel,

Keskin,

Kollar

et al. 2023

Front. Educ.

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

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Using eye-tracking to investigate teacher gaze: Data accuracy and drawing of meaningful dynamic areas of interest in video stimuli

Cited by 3 publications

References 29 publications

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

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

Assessment of noticing of classroom disruptions: a multi-methods approach

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

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