ALEBk: Feasibility Study of Attention Level Estimation via Blink Detection applied to e-Learning

Daza, Roberto; DeAlcala, Daniel; Morales, Aythami; Tolosana, Rubén; Cobos, Ruth; Fiérrez, Julián

doi:10.48550/arxiv.2112.09165

Cited by 4 publications

(10 citation statements)

References 23 publications

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“…increasing EBR is a biomarker of attention decreasing, loss of situation awareness and even drowsiness [36], [43], [44]. Such findings have been demonstrated also in scientific literature related to education and learning [45], [46]. In the present work, for convenience, the inverse of the EBR was considered in order to have a direct correlation with attention.…”

Section: Discussionmentioning

confidence: 58%

Neurophysiological Evaluation of Students’ Experience during Remote and Face-To-Face Lessons. A Case Study at Driving School

Simonetti¹,

Tamborra²,

Giorgi³

et al. 2022

Preprint

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Nowadays, fostered by technological progress and contextual circumstances such as economic crisis and pandemic restrictions, remote education is living a growing deployment. However, this growth generated widespread doubts about the actual effectiveness of remote/online compared to face-to-face education. The present study aimed at comparing face-to-face and remote education through a multimodal neurophysiological approach. It involved forty students at a driving school, during a real classroom, experiencing both the modalities. Wearable devices to measure brain, ocular, heart and sweating activities were employed in order to analyse the students’ neurophysiological signals to obtain insights about their cognitive dimension. In particular, four parameters were considered, the Eye Blink Rate, the Heart Rate and its Variability and the Skin Conductance Level. Also, the students filled a questionnaire at the end to obtain an explicit measure of their learning performance. Data analysis showed a higher cognitive activity, in terms of attention and mental engagement, in presence with respect to remote modality. On the other hand, students by remote felt more stressed, in particular during the first part of the lesson. Analysis of questionnaires demonstrated worst performance by remote, thus suggesting a common “disengaging” behaviour when attending remote courses, thus undermining their effectiveness. In conclusion, neuroscientific tools could help to obtain insights about mental concerns, often «blind», such as attentional decreasing and stress increasing, as well as their dynamics during the lesson itself, so allowing to define proper countermeasures to emerging issues when introducing new practices into daily life.

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Section: Discussionmentioning

confidence: 58%

Neurophysiological Evaluation of Students’ Experience during Remote and Face-To-Face Lessons. A Case Study at Driving School

Simonetti¹,

Tamborra²,

Giorgi³

et al. 2022

Preprint

View full text Add to dashboard Cite

show abstract

“…Eyeblink detection method. Existing methods generally judge eyeblinks from the pre-extracted local eye clues (e.g., local eye region [6,9,10,19,25] or landmarks around eyes [8,14,35,40]). To obtain the local eye clues, the existing works generally run in a sequential way including face detection, face tracking, and landmark detection.…”

Section: Related Workmentioning

confidence: 99%

“…Real-time eyeblink detection in the wild is a recently emerged challenging research task [19] that can widely serve for fatigue detection [2], face anti-spoofing [34], affective analysis [7], etc. Although remarkable progress has been made [9,10,19], the existing methods generally focus on single-person cases within trimmed videos. Multiperson scenario within untrimmed videos has not been well concerned yet.…”

Section: Introductionmentioning

confidence: 99%

“…However, detecting long-term eyeblink behaviors at multi-instance level is more preferred for some practical application scenarios. For example, it can be used to estimate attendees' attention level and emotional state change during social interaction [9,33]. Thus, effective and real-time multi-person eyeblink detection in the wild for untrimmed video is indeed required.…”

Section: Introductionmentioning

confidence: 99%

“…To perform eyeblink detection, previous methods [9,10,12,19,40] generally take a sequential approach containing face detection, face tracking, and classification on the pre-extracted local eye clues within a temporal window. Whereas such a pipeline seems reasonable, it has several critical drawbacks.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Real-time Multi-person Eyeblink Detection in the Wild for Untrimmed Video

Wenzheng¹,

Xiao²,

Wei³

et al. 2023

Preprint

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Real-time eyeblink detection in the wild can widely serve for fatigue detection, face anti-spoofing, emotion analysis, etc. The existing research efforts generally focus on singleperson cases towards trimmed video. However, multiperson scenario within untrimmed videos is also important for practical applications, which has not been well concerned yet. To address this, we shed light on this research field for the first time with essential contributions on dataset, theory, and practices. In particular, a large-scale dataset termed MPEblink that involves 686 untrimmed videos with 8748 eyeblink events is proposed under multiperson conditions. The samples are captured from unconstrained films to reveal "in the wild" characteristics. Meanwhile, a real-time multi-person eyeblink detection method is also proposed. Being different from the existing counterparts, our proposition runs in a one-stage spatio-temporal way with end-to-end learning capacity. Specifically, it simultaneously addresses the sub-tasks of face detection, face tracking, and human instance-level eyeblink detection. This paradigm holds 2 main advantages: (1) eyeblink features can be facilitated via the face's global context (e.g., head pose and illumination condition) with joint optimization and interaction, and (2) addressing these sub-tasks in parallel instead of sequential manner can save time remarkably to meet the real-time running requirement. Experiments on MPEblink verify the essential challenges of real-time multiperson eyeblink detection in the wild for untrimmed video. Our method also outperforms existing approaches by large margins and with a high inference speed.

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Neurophysiological Evaluation of Students’ Experience during Remote and Face-to-Face Lessons: A Case Study at Driving School

Simonetti

Tamborra²,

Giorgi³

et al. 2023

Brain Sciences

View full text Add to dashboard Cite

Nowadays, fostered by technological progress and contextual circumstances such as the economic crisis and pandemic restrictions, remote education is experiencing growing deployment. However, this growth has generated widespread doubts about the actual effectiveness of remote/online learning compared to face-to-face education. The present study was aimed at comparing face-to-face and remote education through a multimodal neurophysiological approach. It involved forty students at a driving school, in a real classroom, experiencing both modalities. Wearable devices to measure brain, ocular, heart and sweating activities were employed in order to analyse the students’ neurophysiological signals to obtain insights into the cognitive dimension. In particular, four parameters were considered: the Eye Blink Rate, the Heart Rate and its Variability and the Skin Conductance Level. In addition, the students filled out a questionnaire at the end to obtain an explicit measure of their learning performance. Data analysis showed higher cognitive activity, in terms of attention and mental engagement, in the in-presence setting compared to the remote modality. On the other hand, students in the remote class felt more stressed, particularly during the first part of the lesson. The analysis of questionnaires demonstrated worse performance for the remote group, thus suggesting a common “disengaging” behaviour when attending remote courses, thus undermining their effectiveness. In conclusion, neuroscientific tools could help to obtain insights into mental concerns, often “blind”, such as decreasing attention and increasing stress, as well as their dynamics during the lesson itself, thus allowing the definition of proper countermeasures to emerging issues when introducing new practices into daily life.

show abstract

ALEBk: Feasibility Study of Attention Level Estimation via Blink Detection applied to e-Learning

Cited by 4 publications

References 23 publications

Neurophysiological Evaluation of Students’ Experience during Remote and Face-To-Face Lessons. A Case Study at Driving School

Neurophysiological Evaluation of Students’ Experience during Remote and Face-To-Face Lessons. A Case Study at Driving School

Real-time Multi-person Eyeblink Detection in the Wild for Untrimmed Video

Neurophysiological Evaluation of Students’ Experience during Remote and Face-to-Face Lessons: A Case Study at Driving School

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