Mobile Eye Tracking Research in Inclusive Classrooms: Children’s Experiences

Abstract

The increasing pervasiveness of inclusive educational environments poses an urgent need to implement research methodologies and practices that could shed light on how children's social interactions unfold in such contexts. Our work explores the use of mobile eye tracking technology in naturalistic, inclusive K12 education settings towards a richer understanding of the children’s interactive behaviours. This paper presents the children’s responses to, experiences with and impressions about the naturalness of using mobile eye tracking glasses during a collaborative group task. Results highlight the importance of understanding the children’s experiences to foster naturalistic research environments that closely reflect real-life complexity. Our work contributes towards the deployment of research designs in naturalistic contexts, providing important clues towards the collection of ecologically valid real-world data.