Abstract
Students’ unconscious interactions can be estimated from their gaze patterns. They signal who they are paying visual attention to, which is not necessarily conscious as they could express in surveys, but it reveals the students’ unconscious preferences and decisions. A student’s gaze reveals who captures their attention among a class full of students. Using two months of video recordings taken from a fourth grade class, where, every day, a sample of 3 students wore a mini video camera mounted on eyeglasses, we analyzed students’ gaze tendencies throughout the sessions. We found that low GPA students’ gaze to the teacher decreases much more than high GPA students after 40 min. On the other hand, popular students, high GPA students, attractive boys, and girls without upper body strength receive much more gazes from peers systematically throughout the sessions. However there are groups with some combinations of these characteristics that unexpectedly receive more gazes. On the other hand, in some cases there is a clear pattern on gender and popularity of the peers that do more of the gazes to the previous groups than the rest.
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Acknowledgements
We are thankful to all the Santa Rita School staff; in particular, the enthusiasm and collaboration of the fourth grade teacher that was the subject of this paper. We also thank Paulina Sepúlveda and Luis Fredes for the development of the software; to Avelio Sepúlveda, Johan van der Molen, and Amitai Linker for preliminary statistical analysis; to Marylen Araya and Manuela Guerrero for manual classification of faces obtained from the videos; and to Ragnar Behncke for his participation in the design of the measurement strategy and data gathering process. We also thank the Basal Funds for Centers of Excellence Project BF 0003 from CONICYT.
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Araya, R., Hernández, J. (2016). Collective Unconscious Interaction Patterns in Classrooms. In: Nguyen, N., Iliadis, L., Manolopoulos, Y., Trawiński, B. (eds) Computational Collective Intelligence. ICCCI 2016. Lecture Notes in Computer Science(), vol 9876. Springer, Cham. https://doi.org/10.1007/978-3-319-45246-3_32
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DOI: https://doi.org/10.1007/978-3-319-45246-3_32
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