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Analysis of Teachers' Visual Behaviour in Classes: A Systematic Review.
Rodrigo Mendes1,2,3,4, Mário Pereira1, Paulo Nobre1,5,6
1Faculty of Sports Sciences and Physical Education, University of Coimbra, 3040-248 Coimbra, Portugal.
Summary
Teachers' visual behavior, studied using eye-tracking technology, varies with experience and relates to classroom dynamics. This research can improve teacher training and classroom environments.
Area of Science:
- Educational Psychology
- Human-Computer Interaction
- Classroom Observation Techniques
Background:
- Teachers' visual behavior is crucial for effective learning and instruction.
- Understanding classroom interaction dynamics is fundamental to educational research.
- Mapping evidence on teachers' visual behavior identifies knowledge gaps.
Purpose of the Study:
- To systematically review and analyze studies on teachers' visual behavior in classroom settings.
- To synthesize findings from research utilizing eye-tracking apparatus.
- To identify trends and gaps in the scientific literature.
Main Methods:
- Systematic review adhering to PRISMA criteria.
- Search conducted across six major literature databases (B-on, ERIC, ScienceDirect, Scopus, TRC, WoS) from 2015 to 2024.
- Inclusion criteria: studies using eye-tracking apparatus to analyze teachers' visual behavior as a dependent variable.
Main Results:
- Analysis of 41 selected articles revealed significant differences in teachers' visual behavior based on professional experience.
- Identified relationships between specific gaze patterns and various classroom variables.
- Highlighted the influence of experience on visual attention strategies during teaching.
Conclusions:
- Enhanced understanding of teachers' visual behavior can inform more effective teacher training programs.
- Insights can contribute to creating improved classroom learning environments.
- Standardized and robust methodologies are needed to fully leverage eye-tracking technology in educational research.
