skip to main content
US FlagAn official website of the United States government
dot gov icon
Official websites use .gov
A .gov website belongs to an official government organization in the United States.
https lock icon
Secure .gov websites use HTTPS
A lock ( lock ) or https:// means you've safely connected to the .gov website. Share sensitive information only on official, secure websites.

Explore Research Products in the PAR
It may take a few hours for recently added research products to appear in PAR search results.


Title: Student Engagement Dataset
A major challenge for online learning is the inability of systems to support student emotion and to maintain student engagement. In response to this challenge, computer vision has become an embedded feature in some instructional applications. In this paper, we propose a video dataset of college students solving math problems on the educational platform MathSpring.org with a front facing camera collecting visual feedback of student gestures. The video dataset is annotated to indicate whether students’ attention at specific frames is engaged or wandering. In addition, we train baselines for a computer vision module that determines the extent of student engagement during remote learning. Baselines include state-of-the-art deep learning image classifiers and traditional conditional and logistic regression for head pose estimation. We then incorporate a gaze baseline into the MathSpring learning platform, and we are evaluating its performance with the currently implemented approach.  more » « less
Award ID(s):
1551572
PAR ID:
10346041
Author(s) / Creator(s):
; ; ; ; ; ; ; ; ;
Date Published:
Journal Name:
2021 IEEE/CVF International Conference on Computer Vision Workshop (ICCVW)
Page Range / eLocation ID:
3621 - 3629
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
More Like this
  1. ; ; (, IEEE)
    Korban, Matthew; Youngs, Peter; Acton, Scott T (Ed.)
    Analyzing instructional videos via computer vision and machine learning holds promise for several tasks, such as assessing teacher performance and classroom climate, evaluating student engagement, and identifying racial bias in instruction. The traditional way of evaluating instructional videos depends on manual observation with human raters, which is time-consuming and requires a trained labor force. Therefore, this paper tests several deep network architectures in the automation of instruc- tional video analysis, where the networks are tailored to recognize classroom activity. Our experimental setup includes a set of 250 hours of primary and middle school videos that are annotated by expert human raters. We present several strategies to handle varying length of instructional activities, a major challenge in the detection of instructional activity. Based on the proposed strategies, we enhance and compare different deep networks for detecting instructional activity. 
    more » « less
  2. ; ; ; ; ; ; ; ; ; ; et al (, AI Magazine)
    Abstract The Institute for Student‐AI Teaming (iSAT) addresses the foundational question:how to promote deep conceptual learning via rich socio‐collaborative learning experiences for all students?—a question that is ripe for AI‐based facilitation and has the potential to transform classrooms. We advance research in speech, computer vision, human‐agent teaming, computer‐supported collaborative learning, expansive co‐design, and the science of broadening participation to design and study next generation AI technologies (called AI Partners) embedded in student collaborative learning teams in coordination with teachers. Our institute ascribes to theoretical perspectives that aim to create a normative environment of widespread engagement through responsible design of technology, curriculum, and pedagogy in partnership with K–12 educators, racially diverse students, parents, and other community members. 
    more » « less
  3. ; ; ; ; ; ; ; ; ; ; et al (, 16th IEEE International Conference on Automatic Face and Gesture Recognition (FG 2021))
    In this work, we propose a video-based transfer learning approach for predicting problem outcomes of students working with an intelligent tutoring system (ITS). By analyzing a student's face and gestures, our method predicts the outcome of a student answering a problem in an ITS from a video feed. Our work is motivated by the reasoning that the ability to predict such outcomes enables tutoring systems to adjust interventions, such as hints and encouragement, and to ultimately yield improved student learning. We collected a large labeled dataset of student interactions with an intelligent online math tutor consisting of 68 sessions, where 54 individual students solved 2,749 problems. We will release this dataset publicly upon publication of this paper. It will be available at https://www.cs.bu.edu/faculty/betke/research/learning/. Working with this dataset, our transfer-learning challenge was to design a representation in the source domain of pictures obtained “in the wild” for the task of facial expression analysis, and transferring this learned representation to the task of human behavior prediction in the domain of webcam videos of students in a classroom environment. We developed a novel facial affect representation and a user-personalized training scheme that unlocks the potential of this representation. We designed several variants of a recurrent neural network that models the temporal structure of video sequences of students solving math problems. Our final model, named ATL-BP for Affect Transfer Learning for Behavior Prediction, achieves a relative increase in mean F -score of 50 % over the state-of-the-art method on this new dataset. 
    more » « less
  4. ; ; ; ; (, IEEE Frontiers in Education Conference (FIE))
    This Innovate Practice full paper presents a cloud-based personalized learning lab platform. Personalized learning is gaining popularity in online computer science education due to its characteristics of pacing the learning progress and adapting the instructional approach to each individual learner from a diverse background. Among various instructional methods in computer science education, hands-on labs have unique requirements of understanding learner's behavior and assessing learner's performance for personalization. However, it is rarely addressed in existing research. In this paper, we propose a personalized learning platform called ThoTh Lab specifically designed for computer science hands-on labs in a cloud environment. ThoTh Lab can identify the learning style from student activities and adapt learning material accordingly. With the awareness of student learning styles, instructors are able to use techniques more suitable for the specific student, and hence, improve the speed and quality of the learning process. With that in mind, ThoTh Lab also provides student performance prediction, which allows the instructors to change the learning progress and take other measurements to help the students timely. For example, instructors may provide more detailed instructions to help slow starters, while assigning more challenging labs to those quick learners in the same class. To evaluate ThoTh Lab, we conducted an experiment and collected data from an upper-division cybersecurity class for undergraduate students at Arizona State University in the US. The results show that ThoTh Lab can identify learning style with reasonable accuracy. By leveraging the personalized lab platform for a senior level cybersecurity course, our lab-use study also shows that the presented solution improves students engagement with better understanding of lab assignments, spending more effort on hands-on projects, and thus greatly enhancing learning outcomes. 
    more » « less
  5. ; ; ; ; ; ; (, Pattern recognition letters)
    In this work, we propose a novel method for assessing students’ behavioral engagement by representing student’s actions and their frequencies over an arbitrary time interval as a histogram of actions. This histogram and the student’s gaze are utilized as input to a classifier that determines whether the student is engaged or not. For action recognition, we use students’ skeletons to model their postures and upper body movements. To learn the dynamics of a student’s upper body, a 3D-CNN model is developed. The trained 3D-CNN model recognizes actions within every 2-minute video segment then these actions are used to build the histogram of actions. To evaluate the proposed framework, we build a dataset consisting of 1414 video segments annotated with 13 actions and 963 2-minute video segments annotated with two engagement levels. Experimental results indicate that student actions can be recognized with top-1 accuracy 86.32% and the proposed framework can capture the average engagement of the class with a 90% F1-score. 
    more » « less
  • Citation Formats
  • MLA
  • APA
  • Chicago
  • BibTeX
  • Save / Share this Record
  • Send to Email