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Scanpath analysis of expertise and culture in teacher gaze in real-world classrooms

Scanpath analysis of expertise and culture in teacher gaze in real-world classrooms
Scanpath analysis of expertise and culture in teacher gaze in real-world classrooms
Humans are born to learn by understanding where adults look. This is likely to extend into the classroom, making teacher gaze an important topic for study. Expert teacher gaze has mainly been investigated in the laboratory, and has focused mostly on one cognitive process: teacher attentional (i.e., information-seeking) gaze. No known research has made direct cultural comparisons of teacher gaze or successfully found expert–novice differences outside Western settings. Accordingly, we conducted a real-world study of expert teacher gaze across two cultural settings, exploring communicative (i.e., information-giving) as well as attentional gaze. Forty secondary school teachers wore eye-tracking glasses, with 20 teachers (10 expert; 10 novice) from the UK and 20 teachers (10 expert; 10 novice) from Hong Kong. We used a novel eye-tracking scanpath analysis to ascertain the importance of expertise and culture, individually and as a combination. Attentional teacher scanpaths were significantly more similar within than across expertise and expertise + culture sub-groups; communicative scanpaths were significantly more similar within than across expertise and culture. Detailed analysis suggests that (1) expert teachers refer back to students constantly through focused gaze during both attentional and communicative gaze and that (2) expert teachers in Hong Kong scan students more than experts do in the UK.
0020-4277
McIntyre, Nora A.
c9a9ecfb-10a7-4f59-b1f5-652f9db2f28f
Foulsham, Tom
8696a52b-67f4-4637-9347-59ff968092c8
McIntyre, Nora A.
c9a9ecfb-10a7-4f59-b1f5-652f9db2f28f
Foulsham, Tom
8696a52b-67f4-4637-9347-59ff968092c8

McIntyre, Nora A. and Foulsham, Tom (2018) Scanpath analysis of expertise and culture in teacher gaze in real-world classrooms. Instructional Science. (doi:10.1007/s11251-017-9445-x).

Record type: Article

Abstract

Humans are born to learn by understanding where adults look. This is likely to extend into the classroom, making teacher gaze an important topic for study. Expert teacher gaze has mainly been investigated in the laboratory, and has focused mostly on one cognitive process: teacher attentional (i.e., information-seeking) gaze. No known research has made direct cultural comparisons of teacher gaze or successfully found expert–novice differences outside Western settings. Accordingly, we conducted a real-world study of expert teacher gaze across two cultural settings, exploring communicative (i.e., information-giving) as well as attentional gaze. Forty secondary school teachers wore eye-tracking glasses, with 20 teachers (10 expert; 10 novice) from the UK and 20 teachers (10 expert; 10 novice) from Hong Kong. We used a novel eye-tracking scanpath analysis to ascertain the importance of expertise and culture, individually and as a combination. Attentional teacher scanpaths were significantly more similar within than across expertise and expertise + culture sub-groups; communicative scanpaths were significantly more similar within than across expertise and culture. Detailed analysis suggests that (1) expert teachers refer back to students constantly through focused gaze during both attentional and communicative gaze and that (2) expert teachers in Hong Kong scan students more than experts do in the UK.

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More information

Accepted/In Press date: 26 December 2017
Published date: 5 January 2018

Identifiers

Local EPrints ID: 450802
URI: http://eprints.soton.ac.uk/id/eprint/450802
ISSN: 0020-4277
PURE UUID: 523d3517-649a-4a6e-b45d-0fffd3528c46
ORCID for Nora A. McIntyre: ORCID iD orcid.org/0000-0003-4626-3298

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Date deposited: 12 Aug 2021 16:31
Last modified: 17 Mar 2024 04:07

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Author: Tom Foulsham

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