System for assessing classroom attention

Raca, Mirko; Dillenbourg, Pierre

doi:10.1145/2460296.2460351

Cited by 73 publications

(42 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…However, some students did report a fear of a detrimental effect on quality of feedback. Capturing more types of learner tracers can create a better picture of the students' contributions in the classroom, such as eye gaze and body (Raca & Dillenbourg, 2013). With this extra information, it still is important and challenging to keep IC and NL low.…”

Section: Discussionmentioning

confidence: 99%

Towards balanced discussions in the classroom using ambient information visualisations

Charleer

Klerkx

Laet

et al. 2017

IJTEL

View full text Add to dashboard Cite

Abstract:In a collaborative learning environment, the promotion and support of well-balanced student participation is an important step towards the achievement of learning outcomes. Ambient information visualisations can help raise awareness of the balance of distribution in meetings and small learner groups. This paper explores the use of ambient information in the classroom, where we attempt to encourage a proper balance of feedback between student groups during "design critique" studio sessions. The contribution of the paper is two-fold: i) it presents necessary design choices for ambient visualisations that promote feedback balance in classrooms, motivating under-participators while limiting over-participation, and ii) it shows the effects on student perception and feedback participation through the actual deployment of such visualisations in "real classroom sessions".Keywords: learning analytics, ambient displays, ambient information visualisation, discussion participation, design critique, participation balance, awareness, classroom learning activities IntroductionLearning Analytics, or the collection and analysis of traces that learners leave behind, can help to understand and optimize (human) learning and learning environments (Siemens & Long, 2011). Furthermore, it can help to raise awareness of personal and peer learning activities, help reflect on and make sense of learner traces, and impact behaviour (Verbert, Duval, Klerkx, Govaerts, & Santos, 2013). These traces can reflect activities inside and outside the classroom (Santos et al., 2013) of both students and teachers, but can also be used to impact activities in a live classroom. It allows teachers to intervene or orchestrate (Martinez-Maldonado, Kay, Yacef, & Schwendimann, 2012), and students to become aware of their behaviour and progress on tasks (Dillenbourg et al., 2011).In this paper, we focus on visualising learning analytics live in two Master courses at KU Leuven, Belgium: "Information Visualisation" (IV) and "Fundamentals of Computer-Human Interaction" (FCHI). In these courses, students work in group to design, implement, present and iterate on information visualisations in the former, and to develop a mobile game in the latter. The courses put a large emphasis on peer review, teaching students how to evaluate and discuss their designs and technical implementations, in a community of practice (Wenger, 2011). This is supported through the use of blogs that helps students report and share opinions and knowledge (Marques, Krejci, Siqueira, Pimentel, & Braz, 2013). As communication and collaboration skills are key 21st century competences for lifelong learning (Lee, Tsai, Chai, & Koh, 2014), "design critique" face-to-face sessions are organised where students present their group's progress to the class and provide feedback to each other on their intermediate results.Over-and under-participation in collaborative learning settings can reduce motivation and lower learning outcomes (Salomon & Globerson, 1989). Literature has shown that ambient d...

show abstract

Section: Discussionmentioning

confidence: 99%

Towards balanced discussions in the classroom using ambient information visualisations

Charleer

Klerkx

Laet

et al. 2017

IJTEL

View full text Add to dashboard Cite

show abstract

“…This is a promising direction of future research, especially taking into account the recent increase in affordability and pervasiveness of sensors and the emergence of the Internet of things. Improvements in the quality of algorithms is now starting to enable the capture of physical interactions, such as visual object tracking (Raca & Dillenbourg, 2013) or automatic speech recognition (Worsley & Blikstein, 2015), and facilitates multimodal learning analytics as discussed by Blikstein (2013).…”

Section: Discussionmentioning

confidence: 99%

Monitoring, awareness and reflection in blended technology enhanced learning: a systematic review

Gillet

Holzer

Schwendimann

et al. 2017

IJTEL

View full text Add to dashboard Cite

Education is experiencing a paradigm shift towards blended learning models in technology-enhanced learning (TEL). Despite the potential benefits of blended learning, it also entails additional complexity in terms of monitoring, awareness and reflection, as learning happens across different spaces and modalities. In recent years, literature on Learning Analytics (LA) and Educational Data Mining (EDM) has gained momentum and started to address the issue. To provide a clear picture of the current state of the research on the topic and to outline open research gaps, this paper presents a systematic literature review of the stateof-the-art of research in LA and EDM on monitoring, awareness and reflection in blended TEL scenarios. The search included six main academic databases in TEL that were enriched with the proceedings of the workshop on 'Awareness and Reflection in TEL' (ARTEL), resulting in 1089 papers out of which 40 papers were included in the final analysis.

show abstract

“…Our setup consists of three cameras used for coverage of the students (shown in Figure 3) and one observing the teacher. Initial steps of analysis -synchronization of video streams from all sources and annotating visible regions in which students reside during the lecture -are described in Raca and Dillenbourg (2013).…”

Section: Motion Analysismentioning

confidence: 99%

Sleepers' Lag – Study on Motion and Attention

2016

Self Cite

View full text Add to dashboard Cite

Body language is an essential source of information in everyday communication. Low signal-to-noise ratio prevents us from using it in the automatic processing of student behaviour, an obstacle that we are slowly overcoming with advanced statistical methods. Instead of profiling individual behaviour of students in the classroom, the idea is to compare students and connect the observed traits to different levels of attention. With the usage of novel techniques from the field of computer vision, we focus on features that can be automatically extracted with a system of cameras, by means of passive observation of the classroom population. We show parallels between our work and previous theories and formulate a new concept for measuring the level of attention based on synchronization of student body movement. We observed that students with lower levels of attention are slower to react than focused students, a phenomenon we named "sleepers' lag." This realization may give rise to novel measurements that can act as a technological support for teacher metacognition. The goal is to improve the teacher-student conversation and to propose techniques that can enable a shorter feedback loop of the teacher's performance compared to the current-day methods.

show abstract

System for assessing classroom attention

Cited by 73 publications

References 8 publications

Towards balanced discussions in the classroom using ambient information visualisations

Towards balanced discussions in the classroom using ambient information visualisations

Monitoring, awareness and reflection in blended technology enhanced learning: a systematic review

Sleepers' Lag – Study on Motion and Attention

Contact Info

Product

Resources

About