Using VR Eye-Tracking Technology to Explore the Perceptiveness of Preschool Teachers in Observing Students with Special Needs in Teaching Environments

This study utilized virtual reality (VR) eye tracking technology to compare pre-service and in-service preschool teachers' classroom observations regarding the identification of students with special needs. By analyzing eye movement data collected through VR eye trackers and conducting semistructured interviews, the research demonstrated that pre-service teachers hold positive attitudes toward integrating VR eye trackers into their education and training. Additionally, the study examined the eye-tracking acuity of both pre-service and inservice preschool teachers using virtual reality technology, observing their attention to special needs children visual cues and the utilization of technological aids in classroom teaching and counseling. Overall, the results suggest that VR eye tracking technology holds promise for enhancing teacher training and classroom practices in preschool education.