Eye-Tracking in Educational Practice: Investigating Visual Perception Underlying Teaching and Learning in the Classroom
- PDF / 345,792 Bytes
- 10 Pages / 439.37 x 666.142 pts Page_size
- 32 Downloads / 192 Views
Eye-Tracking in Educational Practice: Investigating Visual Perception Underlying Teaching and Learning in the Classroom Halszka Jarodzka 1
& Irene Skuballa
1
& Hans Gruber
2,3
# The Author(s) 2020
Abstract
Classrooms full of pupils can be very overwhelming, both for teachers and students, as well as for their joint interactions. It is thus crucial that both can distil the relevant information in this complex scenario and interpret it appropriately. This distilling and interpreting happen to a large extent via visual perception, which is the core focus of the current Special Issue. Six empirical studies present examples of how to capture visual perception in the complexity of a classroom lesson. These examples open up new avenues that go beyond studying perception in restricted and artificial laboratory scenarios: some using video recordings from authentic lessons to others studying actual classrooms. This movement towards more realistic scenarios allows to study the visual perception in classrooms from new perspectives, namely that of the teachers, the learners, and their interactions. This in turn enables to shed novel light onto well-established theoretical concepts, namely students’ engagement during actual lessons, teachers’ professional vision while teaching, and establishment of joint attention between teachers and students in a lesson. Additionally, one theoretical contribution provides the very first model of teachers’ cognitions during teaching in relation to their visual perception, which in turn will allow future research to move beyond explorations towards hypothesis testing. However, to fully thrive, this field of research has to address two crucial challenges: (i) the heterogeneity of its methodological approaches (e.g., varying age groups, subjects taught, lesson formats) and (ii) the recording and processing of personal data of many people (often minors). Hence, these new approaches bear not only new chances for insights but also new responsibilities for the researchers. Keywords Visual perception . Teacher . Student . Teacher-student interaction . Eye-tracking . Professional vision . Student engagement
* Halszka Jarodzka [email protected] Extended author information available on the last page of the article
Educational Psychology Review
Classrooms full of pupils are dense of competing, transient information meaning that many things happen, they happen at the same time, and they happen fast (Doyle 2006). This is true from the perspective of the teacher, who has to monitor, manage, evaluate, and educate all pupils in a personalized way and at the same time (Berliner 2001, 2004; Livingston and Borko 1989). It is also true for the pupils themselves, who have to extract the relevant information from the teacher and the instructional material in order to learn, neglect irrelevant distracting behavior from their peers, but interact with them whenever necessary for their learning. On top of that, for both perspectives, the situation is not merely a passive one, but highly interactive and de
Data Loading...
