## 5 Final Considerations and Conclusions
This exploration aims to deepen our understanding of the effective use of eye tracking, including its inherent advantages and potential limitations. This study presents an opportunity to propose a teaching method and observe its practical characteristics. To our knowledge, this is the first study to examine the feasibility of using eye-tracking technology to gather real-time feedback from students during a class. Our primary focus is on teachers and their perceptions of the advantages and disadvantages of applying eye-tracking technology in the classroom. Regarding limitations, it is important to note that the teachers also expressed reservations about the efficacy of employing this method in the classroom. Navigating the intricate landscape of technical challenges, safeguarding students' privacy, and accurately decoding data interpretations present substantial obstacles that demand careful consideration and strategic approaches. In addition, some teachers mentioned that using eye-tracking technology during class might overwhelm them by splitting their focus. While scanpaths are among the simplest metrics to gather and analyze, the effective integration of this technology into teaching practices demands considerable commitment. This includes extensive training for teachers, establishing a robust technological framework, and developing clear guidelines to ensure the privacy and security of student data. Finally, we acknowledge that including a questionnaire to gather insights into students' experiences while using eye-tracking technology during classes would be valuable. Our case studies were designed to encourage discussions about how teachers might adapt eye-tracking methods to gather helpful information on student attention in the classroom. We prioritized obtaining teachers' perspectives, as we posit that if eye tracking demonstrates efficacy as an educational tool, it will be feasible to expand this research through larger-scale studies that also encompass student feedback. Subsequent research endeavors can build upon these inquiries and address the gaps related to eye-tracking technology implementation within educational environments. In conclusion, the findings illustrate the differences in teachers' perceptions regarding the efficacy of eye tracking in diverse educational contexts. The teachers indicated that eye tracking can enhance interactivity, maintain student attention, and provide immediate feedback, thereby aiding in identifying student difficulties that may otherwise go unnoticed. Therefore, the consensus among instructors suggests a recognition of the potential benefits of eye-tracking technology in the classroom by obtaining real-time students' visual scanpath, albeit with considerations regarding the challenges related to technical complexity, privacy, and data interpretation. This insight can inform the implementation and training of eye-tracking technology in schools, emphasizing scenarios with greater agreement regarding its utility. Conceptualization, J.R.S. and R.d.S.S.J. ; methodology, R.d.S.S.J., A.Y.A.O., E.D.P., M.B.R., C.d.N.V. and J.R.S. ; validation, R.d.S.S.J., A.Y.A.O., E.D.P., M.B.R., C.d.N.V. and J.R.S. ; formal analysis, R.d.S.S.J. and J.R.S. ; investigation, R.d.S.S.J., A.Y.A.O., E.D.P., M.B.R., C.d.N.V. and J.R.S. ; validation, R.d.S.S.J., A.Y.A.O., E.D.P., M.B.R., C.d.N.V. and J.R.S. ; resources, J.R.S. ; data curation, R.d.S.S.J. and J.R.S. ; writing--original draft preparation, R.d.S.S.J. ; writing--review and editing, R.d.S.S.J., A.Y.A.O., E.D.P., M.B.R., C.d.N.V. and J.R.S. ; visualization, R.d.S.S.J. and J.R.S. ; supervision, J.R.S. ; project administration, J.R.S. ; funding acquisition, J.R.S. All authors have read and agreed to the published version of the manuscript. Sao Paulo Research Foundation (FAPESP) grant no. 23/18337-3, 21/05332-8, and 23/02538-0, A.Y.A.O thanks the Sao Paulo Research Foundation (FAPESP) grant no. 23/12217-6, and E.D.P. thanks to the UFABC/CARREFEUR-CEBRASPE scholarship.