da Silva Soares Raimundo, Lukasova Katerina, Carthery-Goulart Maria Teresa, Sato João Ricardo
Center of Mathematics, Computing and Cognition, Federal University of ABC, São Bernardo do Campo, Brazil.
Front Psychol. 2021 Jul 22;12:673615. doi: 10.3389/fpsyg.2021.673615. eCollection 2021.
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.
这篇观点文章基于在学校应用眼动追踪（ET）工具，探讨了其对教育神经科学领域可能做出的贡献。我们试图探究教师对学生解决数学问题时所录制的ET视频的看法。超过90%的教师仅根据ET视频提供的信息就能非常准确地预测学生是否正确回答了问题。几乎所有参与者都试图解读学生的想法以理解孩子们所采用的策略。我们的结果凸显了定性分析对于识别学生所使用的注视策略的相关性。我们提出，ET使教师能够在问题解决过程中获得有关学生行为的关键反馈。之前的大多数研究往往强调ET应用在探索学习者认知方面的益处。我们的研究结果表明，该系统通过提供元认知体验，对于调查教师的认知也可能是有用的。
