With the eye-tracking vignettes reaching maturity, we began organising them into graph-specific teaching modules, each bringing together several vignettes that address different systematic student errors within a single statistical graph type. Alongside this, work also started on the Course Concept Manual, which will provide teacher educators with practical guidance for implementing the materials in different educational contexts.

As the vignette collection continued to grow, our focus shifted towards creating the project’s online learning environment. During this period, we developed the project website, integrated the learning materials into the MAMPF platform, and prepared the vignettes for expert review. By the end of 2024, all four graph types had been integrated into the digital environment, laying the foundation for making the Eye-Teach-Stats resources accessible to teacher educators and researchers across Europe.

During the spring and summer of 2024, we worked in parallel on all four statistical graph types — histograms, case-value plots, dotplots, and boxplots — refining the eye-tracking vignettes towards their final version. Building on authentic student responses, eye-tracking recordings, and earlier rounds of development, we improved the structure, explanations, graph visualisations, and learning activities to ensure consistency across all four graph types. By August 2024, the eye-tracking vignettes had reached their final version, marking a major milestone as the project moved significantly closer to delivering a complete collection of eye-tracking vignettes.

During our face-to-face meeting in Leuven on 7–9 April 2024, project partners built on the findings of our systematic literature review and established the foundations of the Eye-Teach-Stats course. One of the key outcomes of the meeting was distinguishing between observable student errors and their underlying conceptual difficulties. We also adopted the Four-Component Instructional Design (4C/ID) model (Van Merriënboer & Kirschner, 2018) as the instructional framework for developing our eye-tracking vignettes. These decisions continue to guide the educational design of the project.

During our third project meeting, held online on February 2, we shared and discussed our very first vignette prototypes. These short learning modules combine real student responses with eye-tracking video, offering teachers a powerful window into how students approach graph interpretation tasks. It’s exciting to see our materials moving from research to practice—we can’t wait to test and refine them further!

Our first in-person meeting took place at Heidelberg University of Education, where partner teams presented key research on how students (mis)interpret statistical graphs. We explored how these common difficulties could be made visible through eye-tracking videos, and how this technology might help teachers gain new insights into student thinking. It was inspiring to meet in person and see our shared ideas begin to take shape!