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Keywords = students’ engagement
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19 pages, 1663 KB  
Article
Gaze Behavior Reveals Automaticity and Attention Allocation During Music Teaching vs. Observing
by Robin S. Heinsen
J. Eye Mov. Res. 2024, 17(2), 1-19; https://doi.org/10.16910/jemr.17.2.3 - 22 Jul 2024
Cited by 2 | Viewed by 1646
Abstract
In a unique case-study approach in which I served as both the research participant and the experimenter, I wore eye-tracking glasses while teaching a brief music lesson to two university students learning trumpet, then approximately two weeks later, I watched a video of [...] Read more.
In a unique case-study approach in which I served as both the research participant and the experimenter, I wore eye-tracking glasses while teaching a brief music lesson to two university students learning trumpet, then approximately two weeks later, I watched a video of the lesson and tracked my gaze again. To investigate unconscious perceptual processes engaged during music teaching, I compared my attention allocation while teaching to my attention allocation during selfobservation. My gaze behavior while teaching revealed a high level of automaticity regarding lesson sequencing and allocation of attention. Strategic moment-to-moment shifts in attention between the two students occurred entirely below my conscious awareness, yet post hoc analyses revealed precisely timed changes that were related to momentary goals. While watching the video, absent the demands of behavioral interaction and momentary decision-making, I directed more sustained attention to both students than I had while teaching. These results reveal important features of “teacher thinking” that are not directly observable or typically construed as conscious behavior. That this component of teaching practice does not involve volitional control suggests that teachers’ descriptions of their thinking may not reveal to novices important elements of pedagogical expertise. Full article
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10 pages, 245 KB  
Article
Giving the People Who Use the Service a Voice”: Student Experiences of University Disability Services
by Beth Witham and Gayle Brewer
Disabilities 2024, 4(1), 1-10; https://doi.org/10.3390/disabilities4010001 - 22 Dec 2023
Cited by 6 | Viewed by 4413
Abstract
Disabled students are systematically disadvantaged compared to their non-disabled peers and Disability Services can provide important access to accommodations and support. Such services are not, however, without issues. The present study investigates student experiences with University Disability Services in order to identify shared [...] Read more.
Disabled students are systematically disadvantaged compared to their non-disabled peers and Disability Services can provide important access to accommodations and support. Such services are not, however, without issues. The present study investigates student experiences with University Disability Services in order to identify shared barriers to inclusion and recommendations for practice. Individual semi-structured online interviews were conducted with twelve female students. Each student discussed their engagement with Disability Services as an undergraduate or postgraduate student, and each student disclosed a long-term, nonvisible condition. A thematic analysis was used to identify three themes. These were (1) Identity and Legitimacy (Identification as Disabled, Perceived Legitimacy, The Importance of Evidence), (2) Knowledge and Understanding (Knowledge of Specific Conditions, Knowledge of Disability Services, Disability Services Staff Knowledge and Understanding, Peer Knowledge and Understanding), and (3) Independence and Support (Desire for Autonomy, The Importance of Self-Advocacy, Additional Support). The findings highlight shared barriers to support experienced by students with different diagnoses who engage with University Disability Services. A range of recommendations are provided to improve Disability Services provision (e.g., universities are advised to review the language used to advertise Disability Services). Full article
22 pages, 578 KB  
Article
The Role of Format Familiarity and Word Frequency in Chinese Reading
by Ming Jing Chen and Jia Mei Lu
J. Eye Mov. Res. 2023, 16(4), 1-22; https://doi.org/10.16910/jemr.16.4.5 - 29 Nov 2023
Cited by 2 | Viewed by 479
Abstract
For Chinese readers, reading from left to right is the norm, while reading from right to left is unfamiliar. This study comprises two experiments investigating how format familiarity and word frequency affect reading by Chinese people. Experiment 1 examines the roles of format [...] Read more.
For Chinese readers, reading from left to right is the norm, while reading from right to left is unfamiliar. This study comprises two experiments investigating how format familiarity and word frequency affect reading by Chinese people. Experiment 1 examines the roles of format familiarity (reading from left to right is the familiar Chinese format, and reading from right to left is the unfamiliar Chinese format) and word frequency in vocabulary recognition. Forty students read the same Chinese sentences from left to right and from right to left. Target words were divided into high and low frequency words. In Experiment 2, participants engaged in right-to-left reading training for 10 days to test whether their right-to-left reading performance could be improved. The study yields several main findings. First, format familiarity affects vocabulary recognition. Participants reading from left to right had shorter fixation times, higher skipping rates, and viewing positions closer to word center.. Second, word frequency affects vocabulary recognition in Chinese reading. Third, right-to-left reading training could improve reading performance. In the early indexes, the interaction effect of format familiarity and word frequency was significant. There was also a significant word-frequency effect from left to right but not from right to left. Therefore, word segmentation and vocabulary recognition may be sequential in Chinese reading. Full article
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