Abstract
This Perspective article discusses the possible contributions of eye-tracking (ET) to the field of Educational Neuroscience based on an application of this tool at schools. We sought to explore the teachers’ view of ET videos recorded while students solved mathematical problems. More than 90% of the teachers could predict with great accuracy whether the students had answered the questions correctly or not based solely on the information provided by the ET videos. Almost all participants tried to translate the students’ thoughts to understand the strategy used by the children. Our results highlight the relevance of qualitative analysis to identify the gaze strategies used by students. We propose that ET allows teachers to gain critical feedback about students’ behavior during problem-solving. Most previous studies tend to emphasize the benefits of ET applications to explore learners’ cognition. Our findings point that this system can also be useful to investigate teachers’ cognition by providing metacognitive experiences.
Highlights
Scientific investigations in education can elucidate novel aspects of teaching-learning interactions and support evidence-based educational practices (Goswami, 2006; Szücs and Goswami, 2007; Dawkins and Epperson, 2014; Colvin, 2016)
Metacognition is a process of a higher level of reflection, observation, and regulation about one’s own learning (Flavell, 1979; Livingston, 2003)
We hypothesize that teachers are not aware of how students’ gaze patterns can provide valuable information on problem-solving skills, and this tool may facilitate teaching and learning processes
Summary
Scientific investigations in education can elucidate novel aspects of teaching-learning interactions and support evidence-based educational practices (Goswami, 2006; Szücs and Goswami, 2007; Dawkins and Epperson, 2014; Colvin, 2016). Studies on EMMEs made us wonder about how the gaze replay of students solving math problems could be informative for teachers. Despite this technology’s potential, it is not entirely known how teachers could use students’ eye-movement replay to improve their instructional methods. We hypothesize that teachers are not aware of how students’ gaze patterns can provide valuable information on problem-solving skills, and this tool may facilitate teaching and learning processes.
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
