ABSTRACT

We conducted a field study using Tobii Glasses 2.0 eye-tracker to assess 11 experienced university teachers’ eye gaze patterns in classrooms, and the impact of these patterns on 293 students’ engagement, motivation and satisfaction. Independent-samples t tests showed that compared to teachers who gazed primarily at students, teachers who showed a balance of eye gaze towards students and teaching content had students who were more engaged, motivated and satisfied. Furthermore, mediation analyses indicated that there were significant mediating roles of engagement and motivation in the association between teachers’ eye gaze pattern and students’ satisfaction. Our results have practical implications for educational practice: teachers are encouraged to allocate their attention both to students and teaching content to enhance students’ learning experience.

摘要

我们使用 Tobii Glasses 2.0 眼动仪进行了一项实地研究，以评估 11 位经验丰富的大学教师在课堂上的视线模式，以及这些模式对 293 名学生的参与度、积极性和满意度的影响。独立样本t测试表明，与主要注视学生的教师相比，对学生和教学内容表现出平衡的目光注视的教师会让学生更加投入、积极和满意。此外，中介分析表明，参与和动机在教师眼睛注视模式与学生满意度之间的关联中具有显着的中介作用。我们的结果对教育实践具有实际意义：鼓励教师将注意力分配给学生和教学内容，以增强学生的学习体验。