通过学生的眼睛进行教学:当教师看到学生的目光时,对视光教师的适应性和学生学习的影响。

IF 3 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Advances in Health Sciences Education Pub Date : 2024-04-10 DOI:10.1007/s10459-024-10325-3
Robert-Jan Korteland, Ellen Kok, Casper Hulshof, Tamara van Gog
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引用次数: 0

摘要

一对一教学是健康科学领域学习复杂视觉任务的一种常见方式,在一对一教学中,教师的适应性支持可促进有效学习。自适应支持是根据学生的需求量身定制的,这在复杂的视觉任务中很难做到,因为视觉问题的解决过程是隐蔽的,因此教师无法直接观察到。眼动跟踪设备可以测量隐蔽过程,并将其显示在注视显示屏上:可视化显示学生在执行任务时的注视位置。我们研究了实时动态凝视显示是否有助于教师在一对一教学中教授光学相干断层扫描解读时更适应学生的需求,以及这是否促进了学习。49 名学生和 10 名教师参加了临床验光一对一教学课程。在对照组条件下,教师可以看到学生的学习任务并与他们讨论,而在凝视显示条件下,教师还可以看到学生的视线。15 分钟的教学环节结束后,进行了一次成绩测试。此外,学生还填写了 "教师支持适应性问卷",教师则对其支持的适应性进行评分。贝叶斯分析提供了一些初步证据,表明学生在凝视显示条件下与对照条件下相比,并没有体验到支持的适应性更强,他们的测验后成绩也没有更高。教师则认为,在凝视显示条件下,他们提供的支持比对照条件下更具有适应性。进一步的研究可以探讨实时动态凝视显示在长时间使用或接受更多教师培训的情况下是否会对适应性教学产生影响。
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Teaching through their eyes: effects on optometry teachers’ adaptivity and students’ learning when teachers see students’ gaze

Adaptive teacher support fosters effective learning in one-to-one teaching sessions, which are a common way of learning complex visual tasks in the health sciences. Adaptive support is tailored to student needs, and this is difficult in complex visual tasks as visual problem-solving processes are covert and thus cannot be directly observed by the teacher. Eye-tracking apparatus can measure covert processes and make them visible in gaze displays: visualizations of where a student looks while executing a task. We investigate whether live dynamic gaze displays help teachers in being more adaptive to students’ needs when teaching optical coherence tomography interpretation in one-to-one teaching sessions and whether this fosters learning. Forty-nine students and 10 teachers participated in a one-to-one teaching session in clinical optometry. In the control condition, teachers saw the learning task of the student and could discuss it with them, whereas in the gaze-display condition, teachers could additionally see where the student looked. After the 15-minute teaching session, a test was administered to examine achievement. Furthermore, students filled in the ‘questionnaire on teacher support adaptivity’, and teachers rated how adaptive their support was. Bayesian analyses provide some initial evidence that students did not experience support to be more adaptive in the gaze-display condition versus the control condition, nor were their post-test scores higher. Teachers rated their provided support as being more adaptive in the gaze-display versus the control condition. Further research could investigate if live dynamic gaze displays impact adaptive teaching when used over longer periods or with more teacher training.

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来源期刊
CiteScore
6.90
自引率
12.50%
发文量
86
审稿时长
>12 weeks
期刊介绍: Advances in Health Sciences Education is a forum for scholarly and state-of-the art research into all aspects of health sciences education. It will publish empirical studies as well as discussions of theoretical issues and practical implications. The primary focus of the Journal is linking theory to practice, thus priority will be given to papers that have a sound theoretical basis and strong methodology.
期刊最新文献
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