Eye tracking can be used to study student engagement, teacher expertise, and teacher-student interaction in naturalistic classroom contexts¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Eye tracking methodology, long used mainly in laboratory settings, can be utilized to study behavior in complex naturalistic environments such as classrooms. → Kaakinen 2021

Evidence¶

Kaakinen 2021¶

Kaakinen, J. K. (2021). What Can Eye Movements Tell us about Visual Perception Processes in Classroom Contexts? Commentary on a Special Issue. Educational Psychology Review, 33, 169-179. https://doi.org/10.1007/s10648-020-09573-7

q2 · i? · review · r2

The author's commentary synthesis of the Special Issue studies, which combined specialized eye trackers and automated image processing of classroom video. She concludes the studies "demonstrate that the eye tracking methodology" can be utilized in complex naturalistic environments. No effect sizes are printed.

"The papers included in this Special Issue demonstrate that the eye tracking methodology that has long been used mainly in laboratory settings (for reviews, see Rayner1998, 2009)c a n also be utilized to study behavior in complex naturalistic environments."

Discussion¶

Related Claims¶

• Teachers and students use gaze to express agency and communion during classroom problem-solving — a narrower finding that bears on this claim
• Expert teachers show expertise-related eye movement patterns in some classroom tasks but not others, indicating task and context specificity — related
• Experienced teachers diagnose underestimating, overestimating, and uninterested student profiles more accurately than novices, with partial eye-tracking support — related
• Expert teachers' classroom perception appears knowledge-driven while novices' appears image-driven, guided by salient visual features — related
• Only a minority of teacher educators interpreted a critical classroom-management incident as theoretically expected, despite marked eye-tracking differences — related
• Metacognition assessment is shifting from self-report questionnaires toward process-oriented multimodal methods, which face validity and data-alignment challenges — related
• Both novice and expert teachers state valid behavioral cues when inferring student profiles, but novices rely more on salient cues such as hand raising and quality of answers — related
• Combining eye tracking with other process measures such as machine vision features provides useful information about student engagement — a narrower finding that bears on this claim