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Investigation of classroom management skills by using eye-tracking technology

Çoşkun, Atakan
This study investigates how a wearable eye tracker can be employed to assess and improve the visual attention of the faculty members in a higher education institution. Two experienced faculty members took part in the study. Both of them have been lecturing for more than ten years at the university, so they are experienced teachers. A wearable eye tracker was employed to assess and improve the participants’ visual attention in relation to classroom management skills. Besides, eye-tracking data were supported by video camera recordings. Video camera was also employed to record the gestures of the participants in classroom environment. The data were gathered from each participant for three weeks. Among the weeks, Retrospective Think Aloud (RTA) sessions were implemented for the participants to explore their wrongs and rights about classroom management. In the RTA sessions, eye movements and video records were presented in synchronized way via a software. In the RTA sessions, the analysis results of eye movements were also presented for the participants to be interpreted. At the end of the third week, a short interview session was conducted with each participant. The findings showed that wearable eye tracker is a useful tool to assess the faculty members’ visual attention in real-world classroom environments. As the wearable eye tracker gave informative feedback about visual perception of the faculty members, it contributed to the improvement of their visual attention about classroom management.