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Teachers’ gaze according to classroom layouts: an eye-tracker study.

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Title: Teachers’ gaze according to classroom layouts: an eye-tracker study.
Authors: Verdel, Hanna1 (AUTHOR) hanna.verdel@univ-lorraine.fr, Brix, Florian2 (AUTHOR) florian.brix@univ-lorraine.fr, Dinet, Jérôme1 (AUTHOR) jerome.dinet@univ-lorraine.fr
Source: Learning Environments Research. Jun2026, Vol. 29 Issue 1, p1-21. 21p.
Abstract: Social interactions between teachers and students are crucial for learning and well-being. While these interactions have been extensively studied in terms of verbal and non-verbal communication, little research has focused on how teachers’ gaze behavior varies with different classroom spatial configurations. This study aims to understand teachers’ gaze behavior during class in relation to various classroom layouts, using an eye-tracking methodology. A machine learning-assisted approach was employed to analyze their gaze behavior in three distinct classroom settings. Our findings reveal the interplay between gaze behavior, teaching activities, and learning environments. This research contributes to a better understanding of how teachers’ gaze behaved according to different classroom variables (as classroom layouts or activities occurred during lessons). [ABSTRACT FROM AUTHOR]
Copyright of Learning Environments Research is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: <searchLink fieldCode="AR" term="%22Verdel%2C+Hanna%22">Verdel, Hanna</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> hanna.verdel@univ-lorraine.fr</i><br /><searchLink fieldCode="AR" term="%22Brix%2C+Florian%22">Brix, Florian</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> florian.brix@univ-lorraine.fr</i><br /><searchLink fieldCode="AR" term="%22Dinet%2C+Jérôme%22">Dinet, Jérôme</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> jerome.dinet@univ-lorraine.fr</i>
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  Data: <searchLink fieldCode="JN" term="%22Learning+Environments+Research%22">Learning Environments Research</searchLink>. Jun2026, Vol. 29 Issue 1, p1-21. 21p.
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  Data: Social interactions between teachers and students are crucial for learning and well-being. While these interactions have been extensively studied in terms of verbal and non-verbal communication, little research has focused on how teachers’ gaze behavior varies with different classroom spatial configurations. This study aims to understand teachers’ gaze behavior during class in relation to various classroom layouts, using an eye-tracking methodology. A machine learning-assisted approach was employed to analyze their gaze behavior in three distinct classroom settings. Our findings reveal the interplay between gaze behavior, teaching activities, and learning environments. This research contributes to a better understanding of how teachers’ gaze behaved according to different classroom variables (as classroom layouts or activities occurred during lessons). [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Learning Environments Research is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Jun2026
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