| Sumario: | Background: Examining student attention in physical classrooms is crucial, but it faces challenges due to the lack of accurate monitoring. Constraints posed by device limitations and the design of educational materials impede the integration of eye‐tracking technology in these settings. Objectives: This study aims to (1) develop a wearable eye‐tracking system specifically designed to monitor students' eye movements and gaze points on the projector screen within a physical classroom setting; (2) explore the impact of instructor gestures (by compare live instruction by an instructor and video‐recorded instruction) on student attention and examine the effectiveness of directing students' attention from text to image through instructor intervention. Methods: An innovative wearable eye‐tracking system was developed to monitor learners' eye movements within the physical classroom. Twenty‐five students participated in the experiment, which included two approaches: classroom lectured by the instructor and by a video presentation. Results and Conclusions: The results indicate that participants exhibit a stronger inclination to allocate additional time to text content than image content when receiving instruction through video presentations with a laser pointer in the physical classroom. This tendency can be attributed to the participants' requirement for longer reading and comprehension time in the absence of an instructor. Additionally, the instructor's gestures and body movements significantly impacted participants' fixation on text slides compared to the image slides. The heatmap analyses support these findings and further indicate that participants focus on the instructor's face rather than other body parts. Takeaways: The wearable eye‐tracking technology developed in this study holds promise for future educational research, offering further exploration and analysis opportunities. Lay Description: What is already known about this topic: Instructors play a pivotal role in capturing learners' attention during learning.The instructor's presence influences learners' attention in the physical classroom.Eye‐tracking offers a valuable advantage in measuring learning behaviours. What this paper adds: Utilizing eye‐tracking proves both feasible and effective for measuring classroom learning behaviours.Evidence shows that the instructor affects the participants' attention to text‐based slides.Evidence shows that the instructor's gestures and body movements significantly impact the participants' focus on text slides, as compared to image slides.Evidence indicates that participants focus more on the instructor's face than other body parts. Implications for practice and/or policy: Facial expressions play a vital role in capturing learners' attention.The wearable eye‐tracking technology developed in this study has great potential for future educational research, providing new avenues for exploration and analysis.
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