A2 Refereed review article in a scientific journal
What Can Eye Movements Tell us about Visual Perception Processes in Classroom Contexts? Commentary on a Special Issue
Authors: Johanna K. Kaakinen
Publisher: SPRINGER/PLENUM PUBLISHERS
Publication year: 2020
Journal: Educational Psychology Review
Journal name in source: EDUCATIONAL PSYCHOLOGY REVIEW
Journal acronym: EDUC PSYCHOL REV
Number of pages: 11
ISSN: 1040-726X
eISSN: 1573-336X
DOI: https://doi.org/10.1007/s10648-020-09573-7
Self-archived copy’s web address: https://research.utu.fi/converis/portal/detail/Publication/50467574
Abstract
In this commentary to the Special Issue of Educational Psychology Review on visual perceptual processes, I tie the empirical studies reported in the issue with previous research in other domains to offer some points to be considered in future studies. First, I will point out to issues related to theoperationalization of the theoretical constructs. The empirical papers in this Special Issue use eye tracking to study students' engagement, teachers' expertise, and student-teacher interaction. However, it is not always clear how the observed eye movement patterns reflect these theoretical concepts and the underlying psychological processes. Second, I will reflect on theanalyses of the eye movement datapresented in the papers. The main advantage of the methodology is that it can provide detailed information about the time-course of processing, and to fully engage its potential, it should be complemented with adequate statistical methods. In my view, the papers in this Special Issue provide valuable novel information about the complex processes underlying learning in variable contexts, and offer an excellent starting point for future research.
In this commentary to the Special Issue of Educational Psychology Review on visual perceptual processes, I tie the empirical studies reported in the issue with previous research in other domains to offer some points to be considered in future studies. First, I will point out to issues related to theoperationalization of the theoretical constructs. The empirical papers in this Special Issue use eye tracking to study students' engagement, teachers' expertise, and student-teacher interaction. However, it is not always clear how the observed eye movement patterns reflect these theoretical concepts and the underlying psychological processes. Second, I will reflect on theanalyses of the eye movement datapresented in the papers. The main advantage of the methodology is that it can provide detailed information about the time-course of processing, and to fully engage its potential, it should be complemented with adequate statistical methods. In my view, the papers in this Special Issue provide valuable novel information about the complex processes underlying learning in variable contexts, and offer an excellent starting point for future research.
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