Attention monitoring for synchronous distance learning

Abate, Andrea F.; Cascone, Lucia; Nappi, Michele; Narducci, Fabio; Passero, Ignazio

doi:10.1016/j.future.2021.07.026

Cited by 17 publications

(11 citation statements)

References 19 publications

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“…This indicates that internet access and the ability of teachers to manage the learning process greatly affected students' distance learning outcomes. This is supported by Abate et al (2021) in their study which suggests that the problem that often occurs in the distance learning period is the difficulty of having good internet access which causes students to easily get bored and tired. Moreover, the lack of teacher expertise in using the software as a means of online learning media also affected students' learning motivation, such as being easily bored with the content presented by the teacher which barely stimulated the attention of students.…”

Section: Response To Government Policy Regarding Distance Learningmentioning

confidence: 79%

Principal’s Strategy in Developing Teacher’s Pedagogic Competencies in the Distance Learning

Wandani

Ali

Maksum

et al. 2022

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The teachers’ pedagogic competence significantly influences the students’ learning process and outcomes. Due to the Distance Learning policy, the principal as a manager of the school is expected to have the right strategy to develop the ability of teachers professionally to continue to provide quality educational services. This study aims to report the response of teachers to distance learning policy and strategies of the principals of SMA Muhammadiyah PK in Solo Raya in developing teachers’ pedagogic competencies. This study is qualitative research that employed the phenomenological method. The validity of the data was obtained using technical triangulation and source triangulation as well as data analysis by reducing data, presenting data, and drawing conclusions. This study found the followings: 1) The teachers felt hard to adjust at the beginning; 2) The teachers continued to look for and apply appropriate learning methods; 3) The teachers had a little difficulty engaging students during learning; 4) The teachers needed to adjust and needed guidance to understand and prepare lesson plans according to the emergency curriculum. Furthermore, in developing teacher pedagogic competence, the principal supervised learning and conducted several training programs accompanied by practice, motivation, and advice. Keywords: Principal’s Strategy, Pedagogic Competence, Distance Learning

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Section: Response To Government Policy Regarding Distance Learningmentioning

confidence: 79%

Principal’s Strategy in Developing Teacher’s Pedagogic Competencies in the Distance Learning

Wandani

Ali

Maksum

et al. 2022

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“…The decrease in performance of the control group may be due to the negative effects of emergency distance education on the quality of learning (Abate et al, 2021;Bower et al, 2015) showed that technology may become a barrier for teachers and students if distance learning is not used properly, and Shi et al (2021) mentioned that synchronous communication may not be stable, and sometimes could be easily interrupted or stuck, which brings learners a bad learning experience, leading to some content not being accepted in time and so affecting learning efficiency. There was no significant difference in the scores of the experimental group, probably due to the interaction between the advantages of gamified learning and the negative effects of emergency remote learning did not lead to a decrease in students' learning effectiveness.…”

Section: Discussionmentioning

confidence: 99%

“…Bao (2020) pointed out that in face-to-face course teaching, teachers often use body language, facial expressions, and speech sounds to deliver lessons, but "body language" cannot be delivered through online courses. Remote education suffers from a lack of feedback from the expressions and behaviors of the students attending the class (Abate et al, 2021), and teachers of remote courses are unable to control what students must learn and therefore rely on student autonomy. Therefore, the implementation of online remote education and its learning effectiveness depend heavily on the high level of active learning and self-organization of students outside the classroom (Bao, 2020;Barlovits et al, 2021).…”

Section: Limitations Of Emergency Remote Mathematics Educationmentioning

confidence: 99%

Design and evaluation of a remote synchronous gamified mathematics teaching activity that integrates multi-representational scaffolding and a mind tool for gamified learning

2023

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Gamified learning is an instructional strategy that motivates students to learn, and the use of multiple representations assists learning by promoting students' thinking and advanced mathematical problem-solving skills. In particular, emergency distance learning caused by the COVID-19 pandemic may result in a lack of motivation and effectiveness in learning. This study designed an online gamified learning activity incorporating multi-representational scaffolding and compared the differences in the learning achievement and motivation for the gamified activity and general synchronous distance learning. In addition, for the group that conducted the gamified learning activity, we measured the participants' flow, anxiety, and emotion during the activity. A total of 36 high school students participated in the experiment. The results indicated that the gamified learning activity was not significantly effective in terms of enhancing learning achievement. In terms of learning motivation, a significant decrease in motivation was found for the group using general synchronous learning, while a significant increase in motivation was found for the group using synchronous gamified learning. This indicates that despite the negative impact of the pandemic on learning, gamified learning still enhances students' learning motivation. The results of flow, anxiety, and emotion showed that the participants had a positive and engaged experience. Participants provided feedback that the multirepresentational scaffolding facilitates learning.

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“…In traditional classrooms, experienced teachers can easily judge the level of engagement through observation and intervene where necessary. Moreover, it also provides continuous visual feedback to teachers and assists them to understand if the student is following the content properly or not [2]. However, this flexibility has been lost in remote teaching and learning environments where no visual feedback is available, making it difficult to monitor the student attention.…”

Section: Introductionmentioning

confidence: 99%

EXECUTE: Exploring Eye Tracking to Support E-learning

Khan

Khosravi

Hussain

et al. 2022

2022 IEEE Global Engineering Education Conference (EDUCON)

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The outbreak of the COVID-19 pandemic has caused unprecedented disruption to education and progressed remote teaching as a predominant model for delivering educational content. However, the online teaching and learning model has its own challenges, such as the lack of technological tools to quantify the student attention and engagement with the learning content. In this paper, we focus on developing an e-learning framework for capturing and analysing the students' attention during remote teaching sessions and subsequently profile their learning behaviour leveraging eye-tracking data. Our proposed eye-tracking solution deploys a webcam to capture and track raw gaze points that grant the user the freedom of natural head movement and scalability compared to conventional eye-tracking approaches. We derived various gaze metrics in conjunction with state-of-the-art machine learning (ML) models like logistic regression, support vector machine and polynomial regression to classify the student attention with an accuracy above 91%. Furthermore, our findings can help in the early detection and diagnosis of attention deficit hyperactivity disorder (ADHD) among students, and thus, support their learning journeys by creating an adaptive learning environment tailored to their needs.

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Attention monitoring for synchronous distance learning

Cited by 17 publications

References 19 publications

Principal’s Strategy in Developing Teacher’s Pedagogic Competencies in the Distance Learning

Principal’s Strategy in Developing Teacher’s Pedagogic Competencies in the Distance Learning

Design and evaluation of a remote synchronous gamified mathematics teaching activity that integrates multi-representational scaffolding and a mind tool for gamified learning

EXECUTE: Exploring Eye Tracking to Support E-learning

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