Year: 2026
Type: article
Abstract: Eye-tracking (ET) has become an essential tool for studying professional vision (PV) in education. It provides objective, real-time data on where and when teachers direct their gaze, making visible professional noticing processes that are otherwise inaccessible through self-report methods. However, methodological guidance for its use remains limited. This article examines approaches adopted in PV studies using ET through a comparative analysis of 27 publications, structured around four dimensions: the purpose of studies (what?), target populations (for whom?), data collection and analysis methods (how?), and media and technological tools employed (with what?). The analysis reveals dominant methodological trends, including a strong reliance on fixation measures at the expense of other eye-movement indicators such as saccades, as well as a marked under-representation of socio-cultural theoretical frameworks. These patterns point to potential blind spots in how PV is currently conceptualised. The article concludes with targeted recommendations aimed at advancing methodological transparency and expanding the conceptual scope of ET-based PV research.
Source: Quality & Quantity
Institution: University of Mons
Language: English
Subfield: Human-Computer Interaction
Field: Computer Science
Domain: Physical Sciences
SDG: Quality education
Open Access status: hybrid
Estimated APC paid: $3,090
Funder: Fédération Wallonie-Bruxelles
Award: G6623743675
OpenAlex ID: W7141691017