Interaction II: teachers' attentional and diagnostic processes of cognitive and motivational-affective student characteristics
Final Report Abstract
The project Interaction II provides substantial insights into teachers’ attentional processes and their ability to observe and diagnose learner characteristics in the classroom, using Eye Movement Tracking (EMT) as the main research tool. One of the key findings was that experienced teachers, in contrast to novices, showed a focus on specific learner profiles that required pedagogical intervention, such as students who appeared disinterested, underestimated their abilities, or were struggling. This suggests a refined ability among experienced teachers to identify and prioritize students who might benefit most from their guidance. In addition, the study examined teachers' diagnostic processes and found that experienced teachers used a wider range of valid behavioral, cognitive, and motivational-affective cues to diagnose student profiles. Novice teachers, on the other hand, relied primarily on more directly observable indicators such as hand raising and the quality of student responses. The project also pioneered the study of systematic relationships between teacher actions, such as initiating interactions with students, and the subsequent attentional processes involved in monitoring student engagement. Methodologically, the project introduced significant advances in EMT to teacher research. Teacher gaze patterns were found to vary systematically across classroom sub-events, with more apparent expert-novice differences in scenes where students worked individually. The introduction of the Gaze Relational Index (GRI) based on mobile EMT data also marked a significant improvement in the sensitive measurement of teachers' visual expertise. In addition, the project contributed to the EMT field by developing guidelines for creating Areas of Interest (AOIs) and attempting to automate this process, thereby promoting more valid and reliable research. Furthermore, scanpath analysis was recognized as a powerful tool for understanding visual attention and cognitive processing, particularly relevant in the diagnostic process of student behavior. Finally, the use of Epistemic Network Analysis (ENA) proved invaluable in visualizing, exploring, and contrasting the complex relationships between teachers’ levels of experience and their use of diagnostically relevant student cues, thereby significantly advancing the field of EMT-based and multimodal teacher research.
Publications
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A person-centered approach: student profiles that arise from the different combinations of cognitive and motivational-affective student characteristics. International conference "Validity and Value of Teacher Education Research", NAFOL. Hamar, Norway
Kosel, C.; Wolter, I. & Seidel, T.
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Interaction: Identifying teachers' diagnostic competence regarding complex student proles with a newly developed instrument. EARLI SIG 11 Conference. Kristiansand, Norway
Kosel, C.; Schnitzler, K.; Holzberger, D. & Seidel, T.
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A person-centered approach: student profiles that arise from the different combinations of cognitive and motivational-affective student characteristics. 4th International NEPS Conference. Leibniz Institute for Educational Trajectories (LIfBi), Bamberg, Germany
Kosel, C.; Wolter, I. & Seidel, T.
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Pre-service teachers’ professional vision and their judgment accuracy of student profiles. EARLI Conference for Research on Learning and Instruction, Aachen, Germany
Schnitzler, K.; Kosel, C.; Holzberger, D. & Seidel, T.
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Pre-service teachers’ professional vision and their judgment accuracy of student profiles. Symposium: Teachers’ Professional Vision: How Teachers look at their students. 18th Biennial EARLI Conference for Research on Learning and Instruction, Aachen, Germany
Kosel, C.; Schnitzler, K.; Holzberger, D. & Seidel, T.
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Connecting Judgment Process and Accuracy of Student Teachers: Differences in Observation and Student Engagement Cues to Assess Student Characteristics. Frontiers in Education, 5.
Schnitzler, Katharina; Holzberger, Doris & Seidel, Tina
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Schülervoraussetzungen im Blick: Wie Lehramtsstudierende Schülerprofile wahrnehmen und diagnostizieren. Symposium: Professionelle Unterrichtswahrnehmung: Wie blicken Lehrpersonen auf ihre Schülerinnen und Schüler? [Looking at student characteristics: How student teachers perceive and diagnose student profiles Symposium: Professional classroom perception: How do teachers look at their students?], GEBF Conference. Potsdam, Germany
Kosel, C.; Schnitzler, K.; Holzberger, D. & Seidel, T.
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Student Characteristics in the Eyes of Teachers: Differences Between Novice and Expert Teachers in Judgment Accuracy, Observed Behavioral Cues, and Gaze. Educational Psychology Review, 33(1), 69-89.
Seidel, Tina; Schnitzler, Katharina; Kosel, Christian; Stürmer, Kathleen & Holzberger, Doris
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Using eye-tracking to investigate teacher gaze: Data accuracy and drawing of meaningful dynamic areas of interest in video stimuli. Pedagogická orientace, 29(4), 401-423.
Pappa, Christina Ioanna; Kosel, Christian; Schnitzler, Katharina & Seidel, Tina
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First assessing then adapting: The role of information processing in accurate teacher judgments.). EARLI Conference for Research on Learning and Instruction, Gothenburg, Denmark
Schnitzler, K.; Holzberger, D. & Seidel, T.
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Identifying Expert and Novice Visual Scanpath Patterns and Their Relationship to Assessing Learning-Relevant Student Characteristics. Frontiers in Education, 5.
Kosel, Christian; Holzberger, Doris & Seidel, Tina
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In Klassengesprächen den Überblick behalten: Wie das Meldeverhalten die visuelle Aufmerksamkeit von angehenden und erfahrenen Lehrkräften beeinflusst [Keeping the overview in class discussions: How hand-raising behavior influences the visual attention of novice and experienced teachers], Annual (digi)GEBF Conference.
Kosel, C.; Schnitzler, K.; Holzberger, D. & Seidel, T.
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Profiling secondary school students in mathematics and German language arts using learning-relevant cognitive and motivational-affective characteristics. Learning and Instruction, 73, 101434.
Kosel, Christian; Wolter, Ilka & Seidel, Tina
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Keeping the overview in class discussions. Exploring the relationship between students` hand-raising and visual attention processes of novice and experienced teachers. Symposium: Eye-Tracking Research on Teacher Noticing. Theoretical and Empirical Advances. AERA Annual Meeting. San Diego, United States
Kosel, C.; Böheim, R.; Holzberger, D. & Seidel, T.
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Wissenschaftliche Gütekriterien in Eye Tracking Studien mit Lehrpersonen. Zentrale Herausforderungen & mögliche Lösungsansätze [Scientific quality criteria in eye tracking studies with teachers]. Arbeitsgruppe Eye-Tracking - Universität Augsburg (Prof. Dr. Andreas Gegenfurtner) [Working Group on Eye-Tracking - University Augsburg (Prof. Dr. Andreas Gegenfurtner)]. Augsburg, Germany.
Kosel, C.
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Keeping the overview in class discussions. Exploring the relationship between students` hand-raising and visual attention processes of novice and experienced teachers [presented by Böheim, R.], EARLI Conference for Research on Learning and Instruction, Thessaloniki, Greece
Kosel, C.; Böheim, R.; Holzberger, D. & Seidel, T.
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Keeping track in classroom discourse: Comparing in-service and pre-service teachers' visual attention to students’ hand-raising behavior. Teaching and Teacher Education, 128, 104142.
Kosel, C.; Böheim, R.; Schnitzler, K.; Holzberger, D.; Pfeffer, J.; Bannert, M. & Seidel, T.
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Measuring teachers’ visual expertise using the gaze relational index based on real-world eye-tracking data and varying velocity thresholds. Journal of Expertise, Vol. 6(3)
Kosel, C.; Mooseder, A.; Pfeffer, J. & & Seidel, T.
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Wissenschaftliche Gütekriterien in Eye Tracking Studien mit Lehrpersonen. Zentrale Herausforderungen & mögliche Lösungsansätze. Symposium E-17: Eye Tracking als Methode zur Erfassung professioneller Unterrichtswahrnehmung [presented by Seidel, T.], Annual GEBF Conference. Essen, Germany
Kosel, C.; Böheim, R. & Seidel, T.
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A cognitive perspective on teachers' professional vision. Teacher Professional Vision: Theoretical and Methodological Advances, 43-56.
Seidel, Tina; Kosel, Christian; Böheim, Ricardo; Gegenfurtner, Andreas & Stürmer, Kathleen
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Im Blickfeld der Lehrkraft. Wie verteilen Lehrkräfte ihre Aufmerksamkeit auf Schüler:innen mit unterschiedlichen kognitiven und motivational-affektiven Lernermerkmalen?
Kosel, C.; Böheim, R. & Seidel, T.
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Where experience makes a difference: teachers’ judgment accuracy and diagnostic reasoning regarding student learning characteristics. Frontiers in Psychology, 15.
Kosel, Christian; Bauer, Elisabeth & Seidel, Tina
