Abstract

This study analyzes the relationship between verbal interaction and eye behavior among 112 primary school students in urban and rural classrooms in Chile, using wireless eye-tracking technology. The results reveal statistically significant differences based on socioeducational context and sex. Linear regression analyses show that gaze is a significantly more robust predictor of class participation in rural contexts (R2 adjusted = 0.671) than in urban contexts (R2 adjusted = 0.342). Furthermore, eye behavior explained 71% of the variance in male students, compared to 37.7% in female students. While female students focused their attention primarily on teachers, male students relied on a shared visual distribution between the teacher and peers to regulate their participation in class. In conclusion, the gaze acts as a differentiated scaffolding whose importance intensifies in boys and rural environments. These findings suggest distinct maturational trajectories that require teachers to implement visually intentional instructional strategies to ensure communicative efficiency in the classroom.

IPC Classification

Keywords