Teacher Tracking with Integrity: What Indoor Positioning Can Reveal About Instructional Proxemics
summary
Study captures positioning from Pozym.io tags across 28 classes, 10 university teachers in three spaces (design, nursing simulation, physics lab) and converts X–Y traces into heat maps and quartile views. Visualizations reliably reveal distinct proxemic strategies, spark concrete reflections (self‑reflection, debriefing, novice training) and suggest classroom redesign use, while raising concerns about performance accountability and real‑time distraction; positioning works for formative feedback but requires subtle real‑time cues and policy limits to prevent misuse.
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