Teachers and students use gaze to express agency and communion during classroom problem-solving¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2 · q2
Currency · newest study 2021 · checked against its sources 2026-10-22 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q2 i? Teachers especially used gazes to express high agency, for example in directing students' attention to specific aspects of the learning material. → Nückles 2021 q2 i? Teachers expressed communion through friendly eye-contacts, encouraging students to take initiative in problem-solving. → Nückles 2021 (2)

Evidence¶

Nückles 2021¶

Nückles, M. (2021). Investigating Visual Perception in Teaching and Learning with Advanced Eye-Tracking Methodologies: Rewards and Challenges of an Innovative Research Paradigm. Educational Psychology Review. https://doi.org/10.1007/s10648-020-09567-5

q2 · i? · review · r2

Naturalistic multiple-person mobile eye-tracking study by Haataja et al. triangulating gaze behavior with continuous ratings of agency and communion during mathematics problem-solving; both teachers and students used gaze to take initiative.

"Teachers especially used gazes to express high agency, for example, in directing students'attention to specific aspects of the learning material."

Nückles 2021 (2)¶

Nückles, M. (2021). Investigating Visual Perception in Teaching and Learning with Advanced Eye-Tracking Methodologies: Rewards and Challenges of an Innovative Research Paradigm. Educational Psychology Review. https://doi.org/10.1007/s10648-020-09567-5

q2 · i? · review · r2

Same Haataja et al. naturalistic eye-tracking study; gaze expressing communion encouraged student initiative. The author notes the relative contribution of non-verbal gaze to relationship regulation remains an open question.

"with “friendly eye-contacts,” teachers also expressed communion and thereby encouraged students to take initiative in the problem-solving process."

Discussion¶

Related Claims¶

• Teachers' gaze scanpaths are more similar within an individual than between individuals, in both attentional and communicative gaze — related
• Teacher scanpaths are most dissimilar across combined expertise-and-culture sub-groups, significantly for attentional gaze and marginally for communicative gaze — related
• Eyetracking showed students often answer word problems without looking at the algebraic expression, leading the curriculum to treat expression-writing as an induction task with the formula row moved to the bottom of the table — related
• Teacher scanpaths are more similar within expertise levels than across expertise once culture is controlled, for both attentional and communicative gaze — related
• 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 — related
• Gaze-based assistance produced a significantly higher follow-up fixation rate on the spoken secondary AOI than the baseline — related
• Only a minority of teacher educators interpreted a critical classroom-management incident as theoretically expected, despite marked eye-tracking differences — related
• Joint attention between teachers and pupils depends on situational differences and teachers' agency and communion — related
• Eye tracking can be used to study student engagement, teacher expertise, and teacher-student interaction in naturalistic classroom contexts — a broader claim this one bears on
• One-sided face-targeted gazes were more frequent than dyadic eye contacts, and student-started eye contacts outnumbered teacher-started ones — a narrower finding that bears on this claim
• Students gaze at their teacher's face more often and with longer durations during high teacher communion during small-group problem solving — a narrower finding that bears on this claim
• Student-started eye contacts occur when teacher agency is low, and their durations increase as teacher agency decreases — related
• The relation between eye contact and teacher interpersonal behavior differed between teachers: Joanne's agency effect was opposite and Lily's communion effect was non-significant — a narrower finding that bears on this claim
• Teacher gazes at student faces and teacher-started eye contacts occur during high teacher agency, and teacher-started eye contacts are shorter when agency is higher — a narrower finding that bears on this claim