Abstract
In this study, we investigated the difference in gaze and awareness in the off-task children during class in the video between students with and without experiences in teaching practice using an eye tracker. In video 1, the homeroom teacher encouraged the children to participate in the lesson, and in video 2, the children continued to keep the textbook open contrary to the teacher's instructions in the video. On one hand, no significant difference was found in the number of fixations, fixation duration, and fixation duration per fixation between the two groups of students with and without teaching practice. On the other hand, the number of students who noticed the existence of target children was higher in the group with experiences in teaching practice. When we asked the students if they were aware and could point out the target children, there was no difference between the two groups. Subsequently, we performed a two factor analysis of variance of gaze on the target children, whether or not they had experiences
in teaching practice (experienced students / inexperienced students) × accuracy (match/ mismatch). The results showed that, in video 2, there was an interaction effect on the number of eye fixations between experiences in teaching practice and accuracy. The number of gaze fixations on the target children was significantly higher in matched students than in mismatched students. For the matched students, the number of eye fixations on the target children was significantly higher for the experienced students than for the inexperienced students. In summary, there were no clear differences in awareness and eye movements between the experienced and inexperienced students. However, the experienced students who noticed the off-task children stopped their gaze more frequently than the inexperienced students did.
