Domain experts regularly teach novice students how to perform a task. This often requires them to adjust their behavior to the less knowledgeable audience and, hence, to behave in a more didactic manner. Eye movement modeling examples (EMMEs) are a contemporary educational tool for displaying experts’ (natural or didactic) problem‐solving behavior as well as their eye movements to learners. While research on expert‐novice communication mainly focused on experts’ changes in explicit, verbal communication behavior, it is as yet unclear whether and how exactly experts adjust their nonverbal behavior. This study first investigated whether and how experts change their eye movements and mouse clicks (that are displayed in EMMEs) when they perform a task naturally versus teach a task didactically. Programming experts and novices initially debugged short computer codes in a natural manner. We first characterized experts’ natural problem‐solving behavior by contrasting it with that of novices. Then, we explored the changes in experts’ behavior when being subsequently instructed to model their task solution didactically. Experts became more similar to novices on measures associated with experts’ automatized processes (i.e., shorter fixation durations, fewer transitions between code and output per click on the run button when behaving didactically). This adaptation might make it easier for novices to follow or imitate the expert behavior. In contrast, experts became less similar to novices for measures associated with more strategic behavior (i.e., code reading linearity, clicks on run button) when behaving didactically.

中文翻译：

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专家在为新手建模任务时如何调整他们的凝视行为。

领域专家定期教新手学生如何执行任务。这通常要求他们针对知识较少的观众调整自己的行为，因此，以更具说教性的方式行事。眼动建模示例 (EMME) 是一种当代教育工具，用于向学习者展示专家（自然或教学法）解决问题的行为以及他们的眼动。虽然对专家-新手交流的研究主要集中在专家在明确的、口头的交流行为上的变化，但目前尚不清楚专家是否以及如何准确调整他们的非语言行为。这项研究首先调查了专家在自然地执行任务时是否以及如何改变他们的眼球运动和鼠标点击（显示在 EMME 中），而不是通过教学来教授任务。编程专家和新手最初以自然的方式调试计算机短代码。我们首先通过与新手的对比来描述专家解决问题的自然行为。然后，我们探索了在随后被指示以教学方式对他们的任务解决方案进行建模时专家行为的变化。在与专家的自动化过程相关的措施上，专家变得与新手更相似（即，更短的注视持续时间，在进行教学时每次单击运行按钮时代码和输出之间的转换更少）。这种适应可能使新手更容易跟随或模仿专家的行为。相比之下，在教学行为时，专家在与更具战略性的行为（即代码阅读线性、点击运行按钮）相关的措施方面变得与新手不太相似。