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[journal article]

dc.contributor.authorEjiofor, Mavis Malachide
dc.contributor.authorAkintayo, Taiwo Abdulahide
dc.contributor.authorGodwin, Agbonze Nosade
dc.date.accessioned2024-08-22T11:28:54Z
dc.date.available2024-08-22T11:28:54Z
dc.date.issued2024de
dc.identifier.issn2413-9009de
dc.identifier.urihttps://www.ssoar.info/ssoar/handle/document/96218
dc.description.abstractInstructors 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.de
dc.languageende
dc.subject.ddcBildung und Erziehungde
dc.subject.ddcEducationen
dc.subject.otherFacial analysis; Python; Machine learning; student engagement; instructor support; virtual classroom; COVID-19de
dc.titleDesign and Development of a Cutting-Edge Machine Learning-Driven Virtual Learning Platform to Revolutionize Online Education and Improve Student Learning during COVID-19de
dc.description.reviewbegutachtet (peer reviewed)de
dc.description.reviewpeer revieweden
dc.identifier.urlhttps://pathofscience.org/index.php/ps/article/view/3227/1508de
dc.source.journalPath of Science
dc.source.volume10de
dc.publisher.countryMISCde
dc.source.issue7de
dc.subject.classozUnterricht, Didaktikde
dc.subject.classozCurriculum, Teaching, Didacticsen
dc.subject.thesozLernumgebungde
dc.subject.thesozlearning environmenten
dc.subject.thesozcomputerunterstütztes Lernende
dc.subject.thesozcomputer aided learningen
dc.rights.licenceCreative Commons - Namensnennung 4.0de
dc.rights.licenceCreative Commons - Attribution 4.0en
internal.statusformal und inhaltlich fertig erschlossende
internal.identifier.thesoz10084459
internal.identifier.thesoz10040398
dc.type.stockarticlede
dc.type.documentZeitschriftenartikelde
dc.type.documentjournal articleen
dc.source.pageinfo8001-8005de
internal.identifier.classoz10614
internal.identifier.journal1570
internal.identifier.document32
internal.identifier.ddc370
dc.identifier.doihttps://doi.org/10.22178/pos.106-33de
dc.description.pubstatusVeröffentlichungsversionde
dc.description.pubstatusPublished Versionen
internal.identifier.licence16
internal.identifier.pubstatus1
internal.identifier.review1
internal.dda.referencehttps://pathofscience.org/index.php/index/oai/@@oai:ojs.pathofscience.org:article/3227
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