Designing an artificial intelligence tool to understand student engagement based on teacher's behaviours and movements in video conferencing

Article

Verma, Navdeep, Getenet, Seyum, Dann, Christopher and Shaik, Thanveer. 2023. "Designing an artificial intelligence tool to understand student engagement based on teacher's behaviours and movements in video conferencing." Computers and Education: Artificial Intelligence. 5. https://doi.org/10.1016/j.caeai.2023.100187
Article Title

Designing an artificial intelligence tool to understand student engagement based on teacher's behaviours and movements in video conferencing

ERA Journal ID212149
Article CategoryArticle
AuthorsVerma, Navdeep, Getenet, Seyum, Dann, Christopher and Shaik, Thanveer
Journal TitleComputers and Education: Artificial Intelligence
Journal Citation5
Article Number100187
Number of Pages13
Year2023
PublisherElsevier
Place of PublicationUnited Kingdom
ISSN2666-920X
Digital Object Identifier (DOI)https://doi.org/10.1016/j.caeai.2023.100187
Web Address (URL)https://www.sciencedirect.com/science/article/pii/S2666920X23000668
Abstract

Video conferencing is an effective tool that promotes interaction and collaboration, increasing student engagement in online learning. This study is the second phase of design-based research to create a tool to generate a report of engaging teaching videos using deep learning as an artificial intelligence (AI) methodology. In this second phase, the authors have applied the characteristics and indicators of engaging teaching videos identified in the first phase, reported in another study, to develop an Artificial Intelligence enabled tool. Twenty-five recorded lecture videos presented to higher education students were annotated based on the indicators and characteristics of engaging teaching videos. An AI expert has assisted the authors in creating the Artificial Intelligence-enabled tool from the reports generated by this manual annotation. With the assistance of this tool, the engagement enhancing teachers' behaviours and movements can be identified from recorded lecture videos, and a report can be generated on engaging teaching videos. For the classification task of video analysis, the deep learning model is adopted in this research. The model is trained with manually annotated videos and determines class imbalance issues and misleading metrics. The model was further improved by adopting the oversampling technique. The second version of the tool achieved promising outputs with average precision, recall, f1-score, and balanced accuracy of 68, 75, 73, and 79%, respectively, in classifying the annotated videos at the indicator level. The tool can assist the education institutes in creating moderation in the lecture delivery and whether the teachers are utilising the technology effectively. Additionally, this can help teachers recognise the presence or absence of engagement-enhancing behaviours and movements during their video conferencing sessions.

KeywordsArtificial intelligence, Video conferencing, Teachers' behaviours, Teachers' movements
Article Publishing Charge (APC) FundingSchool/Centre
Contains Sensitive ContentDoes not contain sensitive content
ANZSRC Field of Research 2020390303. Higher education
Byline AffiliationsSchool of Education
School of Mathematics, Physics and Computing
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Getenet, Seyum Tekeher, Beswick, Kim and Callingham, Rosemary. 2016. "Professionalizing in- service teachers’ focus on technological pedagogical and content knowledge." Education and Information Technologies. 21 (1), pp. 19-34. https://doi.org/10.1007/s10639-013-9306-4
Improving the work integrated learning experience through mobile technologies
Dann, Christopher and Richardson, Tony. 2015. "Improving the work integrated learning experience through mobile technologies." Keengwe, Jared and Maxfield, Marian B. (ed.) Advancing higher education with mobile learning technologies: cases, trends, and inquiry-based methods. United States. IGI Global. pp. 154-169
Mobile feedback: when ‘seeing’ informs reflection and learning
Dann, Christopher. 2014. "Mobile feedback: when ‘seeing’ informs reflection and learning." International Journal for Cross-Disciplinary Subjects in Education. 5 (3), pp. 1727-1734. https://doi.org/10.20533/ijcdse.2042.6364.2014.0241
Deepening understanding of ‘pedagogical outcomes’ through video data collection: a catalyst for guided reflective learning conversations
Dann, Christopher and Richardson, Tony. 2015. "Deepening understanding of ‘pedagogical outcomes’ through video data collection: a catalyst for guided reflective learning conversations." International Journal of Pedagogies and Learning. 10 (1), pp. 62-80. https://doi.org/10.1080/22040552.2015.1084677
Mobile video collection in preservice teacher practicum placements
Dann, Christopher Ewart and Allen, Bill. 2015. "Mobile video collection in preservice teacher practicum placements." Journal of Technology and Teacher Education. 23 (1), pp. 5-27.
Formative assessment: improvement, immediacy and the edge for learning
Staunton, Mike and Dann, Chris. 2016. "Formative assessment: improvement, immediacy and the edge for learning." International Journal of Pedagogies and Learning. 11 (1), pp. 22-34. https://doi.org/10.1080/22040552.2016.1187647
The impact of professional development on early childhood educators’ confidence, understanding and knowledge of education for sustainability
Dyment, Janet E., Davis, Julie M., Nailon, Diane, Emery, Sherridan, Getenet, Seyum, McCrea, Nadine and Hill, Allen. 2014. "The impact of professional development on early childhood educators’ confidence, understanding and knowledge of education for sustainability." Environmental Education Research. 20 (5), pp. 660-679. https://doi.org/10.1080/13504622.2013.833591
Perspectives on professional development in Australian education: some realities of Standards-based professional development
Getenet, Seyum, Trimble, Allison and Nailon, Diane. 2013. "Perspectives on professional development in Australian education: some realities of Standards-based professional development." International Journal of Innovative Interdisciplinary Research. 2 (2), pp. 34-48.
Mathematics teacher educators’ and pre-service teachers’ beliefs about the use of technology in teaching in an African university
Getenet, Seyum. 2013. "Mathematics teacher educators’ and pre-service teachers’ beliefs about the use of technology in teaching in an African university." International Journal of Innovative Interdisciplinary Research. 2 (2), pp. 9-20.
Exploring how adults who work with young children conceptualise sustainability and describe their practice initiatives
Hill, Allen, Emery, Sherridan, Nailon, Di, Dyment, Janet, Getenet, Seyum, McCrea, Nadine and Davis, Julie M.. 2014. "Exploring how adults who work with young children conceptualise sustainability and describe their practice initiatives." Australasian Journal of Early Childhood. 39 (3), pp. 14-22.
Measuring mathematics teacher educators' knowledge of technology integrated teaching: instrument development
Getenet, Seyum Tekeher and Beswick, Kim. 2013. "Measuring mathematics teacher educators' knowledge of technology integrated teaching: instrument development." Steinle, Vicki, Ball, Lynda and Bardini, Caroline (ed.) 36th Annual Conference of the Mathematics Education Research Group of Australasia (MERGA36). Melbourne, Australia 07 - 11 Jul 2013 Australia.
Using ICT in teaching a specific mathematics concept: graphs of logarithmic functions
Getenet, Seyum Tekeher and Beswick, Kim. 2014. "Using ICT in teaching a specific mathematics concept: graphs of logarithmic functions." Oesterle, Susan, Liljedahl, Peter, Nicol, Cynthia and Allan, Darien (ed.) 38th Conference of the International Group for the Psychology of Mathematics Education and the 36th Conference of the North American Chapter of the Psychology of Mathematics Education (PME 38/PME-NA 36). Vancouver, Canada 15 - 20 Jul 2014 Czech Republic.
Conceptualising technology integrated mathematics teaching: the STAMP knowledge framework
Getenet, Seyum Tekeher, Beswick, Kim and Callingham, Rosemary. 2015. "Conceptualising technology integrated mathematics teaching: the STAMP knowledge framework." 2015 Annual Conference for the Psychology of Mathematics Education Mathematics Education: Climbing Mountains, Building Bridges (PME 39):. Hobart, Australia 13 - 18 Jul 2015 Czech Republic.
Exploring supervisory support in an Australian university: perspectives of doctoral students in an education faculty
Satariyan, Adnan, Getenet, Seyum, Gube, Jan and Muhammad, Yaar. 2015. "Exploring supervisory support in an Australian university: perspectives of doctoral students in an education faculty." Journal of the Australia and New Zealand Student Services Association. 46, pp. 1-12.
School dropout and associations with anti-social behaviours: a Bhutanese study
Sonam, Gyamtsho, J-F, Dr., Getenet, Seyum and Swabey, Karen. 2015. "School dropout and associations with anti-social behaviours: a Bhutanese study." Bhutan Journal of Research and Development. 3 (2), pp. 1-12.
Linking Research and Practice: Educational Design Research
Getenet, Seyum Tekeher and Beswick, Kim. 2016. "Linking Research and Practice: Educational Design Research." Fan, Si and Fielding, Jill (ed.) What is Next in Educational Research?. Netherlands . Brill. pp. 29-40