Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

The Anchoring-and-Adjustment Heuristic01:25

The Anchoring-and-Adjustment Heuristic

7.6K
In order to make good decisions, we use our knowledge and our reasoning. Often, this knowledge and reasoning is sound and solid. However, sometimes, we are swayed by biases or by others manipulating a situation. For example, let’s say you and three friends wanted to rent a house and had a combined target budget of $1,600. The realtor shows you only very run-down houses for $1,600 and then shows you a very nice house for $2,000. Might you ask each person to pay more in rent to get the...
7.6K
Observational Learning01:12

Observational Learning

701
Albert Bandura's observational learning, also known as imitation or modeling, occurs when a person observes and imitates another's behavior. It is a quicker process than operant conditioning. A well-known example is the Bobo doll study, where children who saw an adult acting aggressively towards the doll were more likely to act aggressively when left alone, compared to those who observed a nonaggressive adult. Many psychologists view observational learning as a form of latent learning...
701
Naturalistic Observations02:30

Naturalistic Observations

16.9K
If you want to understand how behavior occurs, one of the best ways to gain information is to simply observe the behavior in its natural context. However, people might change their behavior in unexpected ways if they know they are being observed. How do researchers obtain accurate information when people tend to hide their natural behavior? As an example, imagine that your professor asks everyone in your class to raise their hand if they always wash their hands after using the restroom. Chances...
16.9K
Modeling in Therapy01:26

Modeling in Therapy

281
Modeling, a key technique in therapy, uses observational learning to help clients acquire and practice new skills by watching therapists demonstrate desired behaviors. This approach, rooted in Albert Bandura's concept of vicarious learning, plays a significant role in therapeutic interventions for various psychological conditions, including social anxiety, ADHD, and depression.
Participant Modeling
Participant modeling involves therapists demonstrating calm and effective behaviors in...
281
Steps in the Modeling Process01:14

Steps in the Modeling Process

515
Albert Bandura's theory of observational learning identifies four critical processes: attention, retention, motor reproduction, and reinforcement or motivation.
Attention is the first necessary component for observational learning. It involves focusing on what the model is doing and saying. For example, if you decide to take a drawing class to enhance your skills, you need to pay close attention to the instructor's words and hand movements. The characteristics of the model significantly...
515
Hindsight Biases01:12

Hindsight Biases

4.2K
Hindsight bias leads you to believe that the event you just experienced was predictable, even though it really wasn’t. In other words, you knew all along that things would turn out the way they did. Can you relate this to the phrase "Hindsight is 20/20" now? 
4.2K

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Testing self-supportive strategies to regulate autonomy and motivation.

PloS one·2024
Same author

Teaching through their eyes: effects on optometry teachers' adaptivity and students' learning when teachers see students' gaze.

Advances in health sciences education : theory and practice·2024
Same author

The effects of gaze-display feedback on medical students' self-monitoring and learning in radiology.

Advances in health sciences education : theory and practice·2024
Same author

Behind the scenes: Impact of virtual backgrounds in educational videos on visual processing and learning outcomes.

Journal of eye movement research·2024
Same author

Retraction Note: Eye tracking: empirical foundations for a minimal reporting guideline.

Behavior research methods·2023
Same author

Disentangling the effects of message content and message sharer on students' views of political misinformation.

Journal of experimental psychology. Applied·2023

Related Experiment Video

Updated: Dec 9, 2025

Development of a Gaze-Contingent Display Framework Designed for Perceptual and Oculomotor Research with Simulated Central Vision Loss
07:12

Development of a Gaze-Contingent Display Framework Designed for Perceptual and Oculomotor Research with Simulated Central Vision Loss

Published on: April 11, 2025

764

How Experts Adapt Their Gaze Behavior When Modeling a Task to Novices.

Selina N Emhardt1, Ellen M Kok2, Halszka Jarodzka1

  • 1Department of Educational Sciences, Open Universiteit Nederland (Open University of the Netherlands).

Cognitive Science
|September 15, 2020
PubMed
Summary

Experts teaching novices adapt their eye movements and mouse clicks, becoming more like novices in automated tasks but less like them in strategic ones. This adjustment may aid novice learning.

Keywords:
Didactic behaviorExpert-novice communicationExpertiseEye movement modeling examplesEye trackingProgramming

More Related Videos

Eye Tracking During A Complex Aviation Task For Insights Into Information Processing
07:48

Eye Tracking During A Complex Aviation Task For Insights Into Information Processing

Published on: April 4, 2025

995
Eye Tracking During Visually Situated Language Comprehension: Flexibility and Limitations in Uncovering Visual Context Effects
07:36

Eye Tracking During Visually Situated Language Comprehension: Flexibility and Limitations in Uncovering Visual Context Effects

Published on: November 30, 2018

16.2K

Related Experiment Videos

Last Updated: Dec 9, 2025

Development of a Gaze-Contingent Display Framework Designed for Perceptual and Oculomotor Research with Simulated Central Vision Loss
07:12

Development of a Gaze-Contingent Display Framework Designed for Perceptual and Oculomotor Research with Simulated Central Vision Loss

Published on: April 11, 2025

764
Eye Tracking During A Complex Aviation Task For Insights Into Information Processing
07:48

Eye Tracking During A Complex Aviation Task For Insights Into Information Processing

Published on: April 4, 2025

995
Eye Tracking During Visually Situated Language Comprehension: Flexibility and Limitations in Uncovering Visual Context Effects
07:36

Eye Tracking During Visually Situated Language Comprehension: Flexibility and Limitations in Uncovering Visual Context Effects

Published on: November 30, 2018

16.2K

Area of Science:

  • Cognitive Science
  • Educational Technology
  • Human-Computer Interaction

Background:

  • Expert-novice communication research often focuses on verbal adjustments.
  • Nonverbal behavior changes in experts during didactic teaching are less understood.
  • Eye Movement Modeling Examples (EMMEs) visualize expert problem-solving and eye movements for learners.

Purpose of the Study:

  • To investigate how experts' eye movements and mouse clicks change when shifting from natural task performance to didactic teaching.
  • To compare expert and novice behavior during code debugging.
  • To analyze expert adaptation in nonverbal behavior during instruction.

Main Methods:

  • Programming experts and novices debugged code naturally.
  • Experts then performed the task didactically, modeling their behavior.
  • Eye movements and mouse clicks were recorded and analyzed.
  • Behavioral measures included fixation durations, code reading linearity, and run button clicks.

Main Results:

  • Experts exhibited shorter fixation durations and fewer code-output transitions when teaching didactically, resembling novice behavior in automated processes.
  • Experts showed increased code reading linearity and more run button clicks when teaching, diverging from novice behavior in strategic processes.
  • These changes suggest experts adapt their nonverbal cues to facilitate novice understanding.

Conclusions:

  • Experts modify their nonverbal behavior, including eye movements and mouse clicks, when adopting a didactic teaching role.
  • Adaptations in automated processes may simplify task following for novices.
  • Divergence in strategic behaviors might highlight key problem-solving steps for learners.