Abstract
This study aims at investigating which cues teachers detect and process from their students during instruction. This information capturing process depends on teachers’ sensitivity, or awareness, to students’ needs, which has been recognized as crucial for classroom management. We recorded the gaze behaviors of two pre-service teachers and two experienced teachers during a whole math lesson in primary classrooms. Thanks to a simple Learning Analytics interface, the data analysis reports, firstly, which were the most often tracked students, in relation with their classroom behavior and performance; secondly, which relationships exist between teachers’ attentional frequency distribution and lability, and the overall classroom climate they promote, measured by the Classroom Assessment Scoring System. Results show that participants’ gaze patterns are mainly related to their experience. Learning Analytics use cases are eventually presented, enabling researchers or teacher trainers to further explore the eye-tracking data.
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Acknowledgments
This research was partly funded by the Pôle Grenoble Cognition, Univ. Grenoble Alpes, France. This research was approved by the CERNI (University’s local ethical committee, n° 2013-09-24-25). We would like to thank the four teachers for having accepted to wear so weird a device and nevertheless doing good teaching; Brigitte Meillon for her invaluable help in calibrating, capturing, and post-producing the video footages; Michèle Arnoux and Mathieu Louvart for CLASS and videos’ coding; Luc Sindirian and Pascal Bilau for making this research possible; and Andrea Doos for checking the English of a previous version of this paper.
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Dessus, P., Cosnefroy, O., Luengo, V. (2016). “Keep Your Eyes on ’em all!”: A Mobile Eye-Tracking Analysis of Teachers’ Sensitivity to Students. In: Verbert, K., Sharples, M., Klobučar, T. (eds) Adaptive and Adaptable Learning. EC-TEL 2016. Lecture Notes in Computer Science(), vol 9891. Springer, Cham. https://doi.org/10.1007/978-3-319-45153-4_6
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DOI: https://doi.org/10.1007/978-3-319-45153-4_6
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