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https://doi.org/10.22178/pos.106-33
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Design and Development of a Cutting-Edge Machine Learning-Driven Virtual Learning Platform to Revolutionize Online Education and Improve Student Learning during COVID-19
[Zeitschriftenartikel]
Abstract Instructors in virtual classes are facing previously unheard-of difficulties in sustaining student engagement and attendance as the COVID-19 pandemic continues to alter the education landscape. To solve this pressing problem, we have created facial analysis technology that enables teachers to track ... mehr
Instructors in virtual classes are facing previously unheard-of difficulties in sustaining student engagement and attendance as the COVID-19 pandemic continues to alter the education landscape. To solve this pressing problem, we have created facial analysis technology that enables teachers to track students' engagement and attention in real-time.Our user-friendly platform uses cutting-edge face detection technology and machine learning to give teachers a visual dashboard that shows disengaged students as red boxes and engaged students as green boxes. This cutting-edge tool helps teachers determine which students need more encouragement or support, guaranteeing individualized attention and better learning results.Our tool provides instructors with features, such as automated attendance records and early departure detection, that go beyond simple attendance tracking and help them optimize online class management. Our solution seeks to humanize online learning by utilizing facial analysis to provide students with a more engaging and productive learning environment.... weniger
Thesaurusschlagwörter
Lernumgebung; computerunterstütztes Lernen
Klassifikation
Unterricht, Didaktik
Freie Schlagwörter
Facial analysis; Python; Machine learning; student engagement; instructor support; virtual classroom; COVID-19
Sprache Dokument
Englisch
Publikationsjahr
2024
Seitenangabe
S. 8001-8005
Zeitschriftentitel
Path of Science, 10 (2024) 7
ISSN
2413-9009
Status
Veröffentlichungsversion; begutachtet (peer reviewed)