Teacher scanpaths are most dissimilar across combined expertise-and-culture sub-groups, significantly for attentional gaze and marginally for communicative gaze¶
Claim · All claims
Evidence · 1 study (2 entries) · associationalr1–r2·q3·i3large
Currency · newest study 2018 · checked against its sources 2026-10-20 (automated, 2 of 2 entries) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i3 Attentional scanpaths were significantly more similar within (M = 0.39) sub-groups (expertise × culture) than across (M = 0.37) them. → Nora A. McIntyre & Tom Foulsham 2018
q3 i? Communicative scanpaths showed the same sub-group effect (M = 0.39 vs 0.37) that did not reach conventional significance (p = 0.06). → 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 · i3 · associational · r2
Dual-IV sub-group comparisons (e.g., Hong Kong experts vs UK novices) among the 40 teachers. "significantly more similar within ( M = 0.39) sub-groups", η²p = 0.23, p = 0.001.
"Teachers' attentional scanpaths were significantly more similar within ( M = 0.39) sub-groups than across ( M = 0.37) them, F(1,39) = 11.91, p = 0.001, g2p = 0.23"
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 · r1
Communicative-gaze sub-group comparison in the same sample showed the same direction (M = 0.39 within vs 0.37 across) but "did not reach conventional levels of significance"; η²p = 0.09 at p = 0.06.
"F(1,38) = 3.83, p = 0.06 (95% CI [ - 0.16, 0.003]), g2p = 0.09; Fig. 4), although this did not reach conventional levels of significance"
Discussion¶
Related Claims¶
- Culture differentiates communicative but not attentional teacher scanpaths once expertise is controlled
- 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
- 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
- Teacher scanpaths are more similar within expertise levels than across expertise once culture is controlled, for both attentional and communicative gaze — related
- Expertise did not significantly predict gaze proportions toward student materials or teacher materials in either attentional or communicative gaze — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
expertise-culture-subgroup-scanpath-difference |
title |
Teacher scanpaths are most dissimilar across combined expertise-and-culture sub-groups, significantly for attentional gaze and marginally for communicative gaze |
description |
Teacher scanpaths are most dissimilar across combined expertise-and-culture sub-groups, significantly for attentional gaze and marginally for communicative gaze |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2018 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
2 — nora-a-mcintyre-tom-foulsham-2018, nora-a-mcintyre-tom-foulsham-2018-2 |
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