Learning from Teacher's Eye Movement: Expertise, Subject Matter and Video Modeling

How teachers' eye movements can be used to understand and improve education is the central focus of the present paper. Three empirical studies were carried out to understand the nature of teachers' eye movements in natural settings and how they might be used to promote learning. The studies explored 1) the relationship between teacher expertise and eye movement in the course of teaching, 2) how individual differences and the demands of different subjects affect teachers' eye movement during literacy and mathematics instruction, 3) whether including an expert's eye movement and hand information in instructional videos can promote learning. Each study looked at the nature and use of teacher eye movements from a different angle but collectively converge on contributions to answering the question: what can we learn from teachers' eye movements? The paper also contains an independent methodology chapter dedicated to reviewing and comparing methods of representing eye movements in order to determine a suitable statistical procedure for representing the richness of current and similar eye tracking data. Results show that there are considerable differences between expert and novice teachers' eye movement in a real teaching situation, replicating similar patterns revealed by past studies on expertise and gaze behavior in athletics and other fields. This paper also identified the mix of person-specific and subject-specific eye movement patterns that occur when the same teacher teaches different topics to the same children. The final study reports evidence that eye movement can be useful in teaching; by showing increased learning when learners saw an expert model's eye movement in a video modeling example. The implications of these studies regarding teacher education and instruction are discussed.PHDEducation & PsychologyUniversity of Michigan, Horace H. Rackham School of Graduate Studieshttps://deepblue.lib.umich.edu/bitstream/2027.42/145853/1/yizhenh_1.pd

Human-centric light sensing and estimation from RGBD images: the invisible light switch

Lighting design in indoor environments is of primary importance for at least two reasons: 1) people should perceive an adequate light; 2) an effective lighting design means consistent energy saving. We present the Invisible Light Switch (ILS) to address both aspects. ILS dynamically adjusts the room illumination level to save energy while maintaining constant the light level perception of the users. So the energy saving is invisible to them. Our proposed ILS leverages a radiosity model to estimate the light level which is perceived by a person within an indoor environment, taking into account the person position and her/his viewing frustum (head pose). ILS may therefore dim those luminaires, which are not seen by the user, resulting in an effective energy saving, especially in large open offices (where light may otherwise be ON everywhere for a single person). To quantify the system performance, we have collected a new dataset where people wear luxmeter devices while working in office rooms. The luxmeters measure the amount of light (in Lux) reaching the people gaze, which we consider a proxy to their illumination level perception. Our initial results are promising: in a room with 8 LED luminaires, the energy consumption in a day may be reduced from 18585 to 6206 watts with ILS (currently needing 1560 watts for operations). While doing so, the drop in perceived lighting decreases by just 200 lux, a value considered negligible when the original illumination level is above 1200 lux, as is normally the case in offices