Unpacking the black‐box of students' visual attention in Mathematics and English classrooms

Empirical evidence using mini‐video recording gadgets

Bibliographic Data

ID21499452
AuthorsDanyal Farsani (0000-0002-9412-3161, Centro de Investigación Avanzada en Educación Universidad de Chile Santiago Chile, corresponding author), Farzad Radmehr (0000-0002-0592-9148, Department of Mathematical Sciences, Faculty of Engineering and Science University of Agder Kristiansand Norway), Mohadaseh Alizadeh (0000-0002-9883-1835, Department of Applied Mathematics, Faculty of Mathematical Sciences Ferdowsi University of Mashhad Mashhad Iran), Yusuf F Zakariya (0000-0002-5266-8227, Department of Mathematical Sciences, Faculty of Engineering and Science University of Agder Kristiansand Norway)
Year2021
Volume37
Issue3
Pages773-781
Publication date2021-06-01
Open AccessYes
TypeARTICLE
VenueJournal of Computer Assisted Learning (JOURNAL)
Journal identifiersISSN: 0266-4909 • E-ISSN: 1365-2729
PublisherWiley (PUBLISHER • GB)
DOI10.1111/jcal.12522
OpenAlexW3116300033
LanguageEN
Citations received5
References cited41

With the technological improvements of innovative portable recording gadgets, augmented researchers' interest in exploring students' visual attention in their natural and normal occurring classrooms. The purpose of this study was to gauge students' visual attention in their Mathematics and English classrooms. This article reports on a study conducted in three schools in Santiago, Chile, where a sample of 113 randomly selected students wore a mini‐video camera mounted on eyeglass in their Mathematics and English lessons. Using Google images, we automatically and objectively examined 723,600 frames from the recordings where the classroom teacher appeared in the students' visual field. The results show that students' visual attention varies depending on four factors: (a) gender of the student, (b) age of the students, whether students are low/high attainers and (d) whether students are in English or Mathematics lessons. Surprisingly, students significantly paid more visual attention in their Mathematics than in English lessons. High attainers were more visually engaged than their low attainers counterparts. Students appeared to be visually engaged differently at different stages in their education. Furthermore, girls were more visually engaged than boys. The results of this study can have enormous practical implications for teachers and teacher education, in order to be better visually engaged with students during teaching

Mathematics education · Multimedia · Unpacking · Visual media · Child Development and Digital Technology · Computer Science · Education and Technology Integration · Psychology · Visual and Cognitive Learning Processes

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