Web Application to Track Student Attentiveness during Online Class using CNN and Eye Aspect Ratio

Deepa, D.; Selvaraj, Sai P.; Lakshmi, D. M. Vijaya; Sarneshwar, S; VigneshBalaji, N; Vikash, M

doi:10.1109/iccmc53470.2022.9753863

Search citation statements

Order By: Relevance

Paper Sections

Select...

Citation Types

Supporting

Mentioning

Contrasting

Year Published

2022

2024

Publication Types

Select...

Book1

Article1

Other1

Relationship

Self Cite0

Independent3

Authors

Journals

Cited by 3 publications

References 24 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

Bioindicators of Attention Detection in Online Learning Environments

Hassan,

Berdejo,

Kurati

et al. 2024

HCI International 2024 Posters

View full text Add to dashboard Cite

Bioindicators of Attention Detection in Online Learning Environments

Hassan,

Berdejo,

Kurati

et al. 2024

HCI International 2024 Posters

View full text Add to dashboard Cite

The impact of short videos on student performance in an online-flipped college engineering course

Zhu

Yuan

Zhang

et al. 2022

Humanit Soc Sci Commun

View full text Add to dashboard Cite

The 2020 COVID-19 pandemic has greatly accelerated the adoption of online learning and teaching in many colleges and universities. Video, as a key integral part of online education, largely influences student learning experiences. Though many guidelines on designing educational videos have been reported, the quantitative data showing the impacts of video length on students’ academic performance in a credit-bearing course is limited, particularly for an online-flipped college engineering course. The forced pandemic lockdown enables a suitable environment to address this research gap. In this paper, we present the first step to examine the impact of short videos on students’ academic performance in such circumstances. Our results indicate that short videos can greatly improve student engagement by 24.7% in terms of video viewing time, and the final exam score by 9.0%, both compared to the long-video group. The quantitative Likert questionnaire also indicates students’ preference for short videos over long videos. We believe this study has important implications for course design for future online-flipped engineering courses.

show abstract