The Eye Gaze Tracking During Online Learning with Teacher's Facial Image for Junior and Senior High School Students
Satori Hachisuka, Kayoko Kurita, Shin’ichi Warisawa · 2021
In this work-in-progress paper, we indicate the progress of the experiment to clarify the effects of the teacher's facial image on the learner during online learning for junior and senior high school students. As simulated online learning, we repeated five different quizzes and explanations in the experimental procedure. The teacher's facial image was displayed during the period of the quizzes. Both quantitative and qualitative data were measured. For measuring, the eye gaze tracking system and semi-structured interview were adapted. We hypothesized that the junior and senior high school students might have secure feelings and positive impressions on the teacher's facial image because of their psychological development. Additionally, it was predicted that the gaze time would be longer than that of the graduate students. As a result of the experiment, junior and senior high school students gazed at the teacher's facial image three times longer than that of graduate students. In the interview, approximately four times larger participants than the graduate students preferred the learning video with a teacher's facial image. Although this result is according to ongoing research, we believe that sharing information at an early stage can contribute to the development of this research area.