Visual strategies and user experience in two video formats generated by Viso (Noldus) for pre-service teachers in french-speaking belgium

This study investigates the impact of two video formats—full-screen (View\_P) and mosaic (View\_M)—on pre-service teachers’ visual behaviours and user experience during teacher training. Using eye-tracking (Gazepoint), 12 participants viewed a 1'10'' classroom excerpt featuring specific student interactions. Objects viewed, visual strategies, and user experience were examined.

Results indicated that View\_P facilitated greater attention to students overall (26.88%) compared to View\_M (13.99%), notably highlighting a key off-task student and his mobile phone more effectively. Visual strategy analysis showed View\_P prompted more dynamic viewing (shorter fixations, 0.492 sec) versus View\_M (0.644 sec), which led to less varied exploration patterns. Horizontal and vertical gaze shifts predominated, especially between camera views emphasising teacher-student interactions.

User experience evaluations favoured View\_P for clarity and intuitiveness, while View\_M was perceived as novel yet less user-friendly. These findings align with cognitive visual expertise theory, suggesting simpler video formats enhance dynamic visual exploration and improve the pedagogical effectiveness of video-based training.

The study recommends prioritising clear video formats (View\_P) for training purposes and encourages further investigation into trainers' visual strategies and debriefing sessions using mobile eye-tracking technology.