## 3 Results
### Case Study 4--Biology perspective [C.N.V.] Adapting a classroom to incorporate eye-tracking technology presented several unique challenges. Traditional teaching methods often involve a one-way transfer of knowledge, where the teacher speaks, and the students passively listen and attempt to memorize the information. However, for eye tracking to be effective, lessons must be designed to observe changes in students' visual attention. This means creating opportunities for students to think, respond, and ask questions, as well as incorporating more interactive elements and visual cues. The primary challenge lies in preparing lessons that align with the principles of eye tracking. Additionally, the need to pivot and adopt different strategies if the initial approach is not working requires significant preparation and flexibility from the teacher. A lesson utilizing eye-tracking technology should be interactive, incorporating moments when students are encouraged to think and respond. It should include plenty of images to establish visual targets and allow observation of the points that capture students' attention. Furthermore, it should provide opportunities for students to speak, enabling the observation of how they construct and articulate their thoughts. Conversely, an eye-tracking lesson should avoid being entirely lecture-based when the teacher continuously speaks without providing moments for students to reflect and understand on their own. A lesson dominated by the teacher's guidance does not lend itself to meaningful eye-tracking observations without allowing students to develop their own thought processes. During my experience, several unplanned occurrences influenced the course of the lesson. For example, after working with three students, I noticed their focus decreased when I included a less critical part of the concept. Consequently, I chose to omit this section for subsequent students, which seemed to enhance their engagement and overall experience. Additionally, I found that minimizing mouse pointer usage during the initial explanation of the food chain concept allowed me to detect shifts in students' visual attention better, leading me to adjust my strategy accordingly. My experience using eye-tracking technology during the lesson exceeded my expectations. Having previously utilized eye tracking in data collection for research, I was aware of its potential to provide insights into how students think and process information. However, delivering a lesson while observing real-time eye-tracking data was surprising in terms of how much it allowed me to adapt and intervene in the teaching process. Based on this experience, I would plan future lessons to be even more interactive, incorporating more images and possibly small texts or keywords within those images. Eye-tracking technology identifies anchor points that hold students' attention and areas confusing, aiding in preparing more focused and distraction-free lessons. It also enhances teacher-student interaction, allowing for questions that guide students in understanding both the content and their own confusion, ultimately helping them organize their thoughts and articulate their doubts. One potential drawback of eye-tracking technology is the challenge of simultaneously presenting content and monitoring students' eye movements. Thus, extensive teacher training is essential for effective implementation. I believe eye-tracking technology should be used selectively rather than in every lesson. Educational research often falls into the trap of believing a single methodology or tool can universally solve all problems. Likeany tool, eye-tracking technology can be highly beneficial in specific contexts. However, it may not yield significant results in others--the dynamic nature of teaching benefits from a variety of strategies, leveraging the strengths of each. Therefore, I would advocate for eye-tracking technology in specific situations where its benefits are most evident.