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Authordc.contributor.authorFarsani, Danyal 
Authordc.contributor.authorRadmehr, Farzad 
Authordc.contributor.authorAlizadeh, Mohadaseh 
Authordc.contributor.authorZakariya, Yusuf Feyisara 
Cita de ítemdc.identifier.citationJ Comput Assist Learn. 2021;37:773–781es_ES
Abstractdc.description.abstractWith the technological improvements of innovative portable recording gadgets, augmented researchers' interest in exploring students' visual attention in their natural and normal occurring classrooms. The purpose of this study was to gauge students' visual attention in their Mathematics and English classrooms. This article reports on a study conducted in three schools in Santiago, Chile, where a sample of 113 randomly selected students wore a mini-video camera mounted on eyeglass in their Mathematics and English lessons. Using Google images, we automatically and objectively examined 723,600 frames from the recordings where the classroom teacher appeared in the students' visual field. The results show that students' visual attention varies depending on four factors: (a) gender of the student, (b) age of the students, whether students are low/high attainers and (d) whether students are in English or Mathematics lessons. Surprisingly, students significantly paid more visual attention in their Mathematics than in English lessons. High attainers were more visually engaged than their low attainers counterparts. Students appeared to be visually engaged differently at different stages in their education. Furthermore, girls were more visually engaged than boys. The results of this study can have enormous practical implications for teachers and teacher education, in order to be better visually engaged with students during teaching.es_ES
Patrocinadordc.description.sponsorshipANID/PIA/Basal Funds for Centers of Excellence FB0003 Comision Nacional de Investigacion Cientifica y Tecnologica (CONICYT) CONICYT FONDECYT 3170062es_ES
Type of licensedc.rightsAttribution-NonCommercial-NoDerivs 3.0 Chile*
Link to Licensedc.rights.uri*
Sourcedc.sourceJournal of Computer Assisted Learninges_ES
Keywordsdc.subjectGender differencees_ES
Keywordsdc.subjectStudent visual attentiones_ES
Títulodc.titleUnpacking the black-box of students' visual attention in Mathematics and English classrooms: Empirical evidence using mini-video recording gadgetses_ES
Document typedc.typeArtículo de revistaes_ES
dcterms.accessRightsdcterms.accessRightsAcceso Abierto
Indexationuchile.indexArtículo de publicación ISIes_ES

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Attribution-NonCommercial-NoDerivs 3.0 Chile
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivs 3.0 Chile