Expert teachers begin gaze sequences with student fixation and return to students throughout, whereas Hong Kong experts intersperse student scans that UK experts never use¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r1–r2 · q3
Currency · newest study 2018 · checked against its sources 2026-10-20 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q3 i? Experts in both cultures used student fixation first and alternated it with less student-oriented gaze in both attentional and communicative gaze; the modal six-event scanpath of Hong Kong novices contained no student fixation (a description of the most common sequence, not of every novice gaze sequence). → Nora A. McIntyre & Tom Foulsham 2018 q3 i? Hong Kong teachers used student scan regardless of expertise, whereas neither UK experts nor UK novices used student scan at all. → Nora A. McIntyre & Tom Foulsham 2018 (2)

Evidence¶

Nora A. McIntyre & Tom Foulsham 2018¶

Nora A. McIntyre & Tom Foulsham. (2018). Scanpath analysis of expertise and culture in teacher gaze in real-world classrooms. Instructional Science 46, 435-455. https://doi.org/10.1007/s11251-017-9445-x

q3 · i? · associational · r1

Qualitative sub-string (modal scanpath) analysis of six-event sequences for each of the four expertise-by-culture sub-groups, shown in Table 5. "Experts in both cultures used student fixation first"; the Hong Kong novices' modal scanpaths contain no student fixation, which the authors summarise as Hong Kong novices using "no student fixations". These describe each sub-group's most common sequence, not all of its gaze, and no effect size is printed for these descriptive contrasts.

"Experts in both cultures used student fixation first, before alternating between that and less student-oriented gaze, in both attentional and communicative gaze."

Nora A. McIntyre & Tom Foulsham 2018 (2)¶

Nora A. McIntyre & Tom Foulsham. (2018). Scanpath analysis of expertise and culture in teacher gaze in real-world classrooms. Instructional Science 46, 435-455. https://doi.org/10.1007/s11251-017-9445-x

q3 · i? · associational · r2

From the same sub-string analysis of communicative gaze, the cultural contrast in scanning behaviour is stated descriptively: "Hong Kong teachers used student scan, regardless of expertise", with no scanning in the UK sample; no inferential statistic is reported for this contrast.

"Hong Kong teachers used student scan, regardless of expertise, whereas neither experts nor novices used student scan at all in the UK."

Discussion¶

Related Claims¶

• Teacher scanpaths are most dissimilar across combined expertise-and-culture sub-groups, significantly for attentional gaze and marginally for communicative gaze
• Teachers' gaze scanpaths are more similar within an individual than between individuals, in both attentional and communicative gaze
• Teachers and students use gaze to express agency and communion during classroom problem-solving — related
• Culture differentiates communicative but not attentional teacher scanpaths once expertise is controlled — related
• Teacher scanpaths are more similar within expertise levels than across expertise once culture is controlled, for both attentional and communicative gaze — related
• Experts perceive classroom situations in terms of groups of students while novices devote more visual attention to individual students — related
• Expertise did not significantly predict gaze proportions toward student materials or teacher materials in either attentional or communicative gaze — related