Ecological validity of retrospective reflections in eye tracking

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction Pub Date : 2025-05-09 DOI:10.1016/j.learninstruc.2025.102147

Eeva S.H. Haataja , Ilona Södervik

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引用次数: 0

Abstract

Background

Teacher professional vision consists of two aspects, noticing and interpretation, and it can be investigated comprehensively by combining eye tracking and teacher reflection. Several studies have acknowledged the importance of authenticity in educational eye tracking research, but have not defined what is meant by this goal. When participant interviews are added into eye-tracking research, ensuring ecological validity becomes even more complex.

Aims

This methodological paper investigates how the aim of ecological validity is understood in gaze-simulated retrospective recall research with teacher participants, and how this contributes to the theory of professional vision.

Samples

Two research settings investigating Finnish mathematics and higher education teachers are used to investigate methodological and theoretical reflections.

Methods

This is a reflective methodological study. Data from the two research settings was revisited, and conclusions from the studies of both authors were reviewed.

Results

The two studies approached the concept of ecological validity from different angles: the ecological validity of cues, and the ecological validity of the research setting. The authentic teaching context enables teacher reflections of their detailed noticing and not-noticing behaviors. Using gaze-stimulated retrospective recall as a part of teacher training adds to the ecological validity though the safety and familiarity between the researchers and participants.

Conclusions

Approaching ecological validity in research combining eye tracking and gaze-stimulated retrospective reflections is complex. It can emerge through different practices depending on the aims of the research and requires careful attention from the researchers.

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眼动追踪中回顾性反射的生态效度

教师专业视野包括注意和阐释两个方面，通过眼动追踪和教师反思相结合，可以对教师专业视野进行全面的考察。一些研究已经承认了真实性在教育眼动追踪研究中的重要性，但没有定义这个目标的含义。当参与者访谈被加入眼球追踪研究时，确保生态有效性变得更加复杂。本方法学论文探讨了在教师参与的注视模拟回顾性回忆研究中，生态效度的目的是如何被理解的，以及这对专业视野理论的贡献。两个调查芬兰数学和高等教育教师的研究设置被用来调查方法论和理论反思。方法这是一项反思性方法论研究。从两个研究设置的数据被重新审视，并从两位作者的研究结论进行了审查。结果两项研究分别从线索的生态效度和研究环境的生态效度两个角度探讨了生态效度的概念。真实的教学情境使教师能够反思自己细致的注意与不注意行为。将凝视刺激的回顾性回忆作为教师培训的一部分，通过研究人员和参与者之间的安全性和熟悉度，增加了生态效度。结论眼动追踪与注视刺激的回顾性反射相结合的研究接近生态效度是复杂的。它可以通过不同的实践出现，这取决于研究的目的，需要研究人员的仔细关注。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Learning and Instruction Multiple-

CiteScore

11.30

自引率

4.80%

发文量

109

期刊介绍： As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.