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Student’s Perspective and Teachers’ Metacognition: Applications of Eye-Tracking in Education and Scientific Research in Schools
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...
Autores principales: | , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Frontiers Media S.A.
2021
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8340918/ https://www.ncbi.nlm.nih.gov/pubmed/34366993 http://dx.doi.org/10.3389/fpsyg.2021.673615 |
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author | da Silva Soares, Raimundo Lukasova, Katerina Carthery-Goulart, Maria Teresa Sato, João Ricardo |
author_facet | da Silva Soares, Raimundo Lukasova, Katerina Carthery-Goulart, Maria Teresa Sato, João Ricardo |
author_sort | da Silva Soares, Raimundo |
collection | PubMed |
description | 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. |
format | Online Article Text |
id | pubmed-8340918 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2021 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-83409182021-08-06 Student’s Perspective and Teachers’ Metacognition: Applications of Eye-Tracking in Education and Scientific Research in Schools da Silva Soares, Raimundo Lukasova, Katerina Carthery-Goulart, Maria Teresa Sato, João Ricardo Front Psychol Psychology 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. Frontiers Media S.A. 2021-07-22 /pmc/articles/PMC8340918/ /pubmed/34366993 http://dx.doi.org/10.3389/fpsyg.2021.673615 Text en Copyright © 2021 da Silva Soares, Lukasova, Carthery-Goulart and Sato. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Psychology da Silva Soares, Raimundo Lukasova, Katerina Carthery-Goulart, Maria Teresa Sato, João Ricardo Student’s Perspective and Teachers’ Metacognition: Applications of Eye-Tracking in Education and Scientific Research in Schools |
title | Student’s Perspective and Teachers’ Metacognition: Applications of Eye-Tracking in Education and Scientific Research in Schools |
title_full | Student’s Perspective and Teachers’ Metacognition: Applications of Eye-Tracking in Education and Scientific Research in Schools |
title_fullStr | Student’s Perspective and Teachers’ Metacognition: Applications of Eye-Tracking in Education and Scientific Research in Schools |
title_full_unstemmed | Student’s Perspective and Teachers’ Metacognition: Applications of Eye-Tracking in Education and Scientific Research in Schools |
title_short | Student’s Perspective and Teachers’ Metacognition: Applications of Eye-Tracking in Education and Scientific Research in Schools |
title_sort | student’s perspective and teachers’ metacognition: applications of eye-tracking in education and scientific research in schools |
topic | Psychology |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8340918/ https://www.ncbi.nlm.nih.gov/pubmed/34366993 http://dx.doi.org/10.3389/fpsyg.2021.673615 |
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