Research Group in Internet Technologies & Storage, La Salle Campus Barcelona, Universitat Ramon Llull, Quatre Camins 30, 08022 Barcelona, Spain.
Fakulteta za Logistiko, Univerza v Mariboru, 3000 Celje, Slovenia.
Sensors (Basel). 2022 Apr 25;22(9):3294. doi: 10.3390/s22093294.
In face-to-face learning environments, instructors (sub)consciously measure student engagement to obtain immediate feedback regarding the training they are leading. This constant monitoring process enables instructors to dynamically adapt the training activities according to the perceived student reactions, which aims to keep them engaged in the learning process. However, when shifting from face-to-face to synchronous virtual learning environments (VLEs), assessing to what extent students are engaged to the training process during the lecture has become a challenging and arduous task. Typical indicators such as students' faces, gestural poses, or even hearing their voice can be easily masked by the intrinsic nature of the virtual domain (e.g., cameras and microphones can be turned off). The purpose of this paper is to propose a methodology and its associated model to measure student engagement in VLEs that can be obtained from the systematic analysis of more than 30 types of digital interactions and events during a synchronous lesson. To validate the feasibility of this approach, a software prototype has been implemented to measure student engagement in two different learning activities in a synchronous learning session: a masterclass and a hands-on session. The obtained results aim to help those instructors who feel that the connection with their students has weakened due to the virtuality of the learning environment.
在面对面的学习环境中，教师（潜意识地）衡量学生的参与度，以获得关于他们所领导的培训的即时反馈。这个持续的监控过程使教师能够根据感知到的学生反应动态地调整培训活动，目的是使他们保持在学习过程中的参与度。然而，当从面对面教学转移到同步虚拟学习环境（VLE）时，评估学生在讲座期间对培训过程的参与程度变得具有挑战性和艰巨性。典型的指标，如学生的面部表情、手势姿势，甚至听到他们的声音，都可能很容易被虚拟环境的本质所掩盖（例如，摄像头和麦克风可以关闭）。本文旨在提出一种从同步课程中系统分析超过 30 种不同的数字交互和事件中获取学生参与度的方法和相关模型。为了验证该方法的可行性，已经实现了一个软件原型，以衡量在同步学习会话中两种不同学习活动中的学生参与度：大师班和实践课。获得的结果旨在帮助那些因学习环境的虚拟性而感到与学生的联系减弱的教师。
