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A Data-Driven Approach to Quantify and Measure Students' Engagement in Synchronous Virtual Learning Environments.

Xavier Solé-Beteta1, Joan Navarro1, Brigita Gajšek2

  • 1Research Group in Internet Technologies & Storage, La Salle Campus Barcelona, Universitat Ramon Llull, Quatre Camins 30, 08022 Barcelona, Spain.

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Instructors can now measure student engagement in virtual learning environments (VLEs) by analyzing digital interactions. This methodology helps maintain student connection in online settings.

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Area of Science:

  • Educational Technology
  • Human-Computer Interaction

Background:

  • Assessing student engagement is crucial for effective teaching, enabling instructors to adapt activities for optimal learning.
  • Traditional face-to-face engagement cues are often obscured in synchronous virtual learning environments (VLEs) due to technical limitations like cameras and microphones being off.
  • This necessitates new methods for gauging student involvement in online educational settings.

Purpose of the Study:

  • To propose a novel methodology and model for quantifying student engagement in synchronous virtual learning environments (VLEs).
  • To address the challenge of measuring student engagement when traditional observational methods are not feasible.
  • To provide instructors with tools to better understand and maintain student connection in online learning.

Main Methods:

  • A methodology was developed based on the systematic analysis of over 30 types of digital interactions and events within VLEs.
  • A software prototype was implemented to operationalize the proposed methodology.
  • The prototype was validated by measuring student engagement during a masterclass and a hands-on session in a synchronous learning context.

Main Results:

  • The study successfully demonstrated the feasibility of measuring student engagement through digital interaction analysis in VLEs.
  • The implemented software prototype provided quantifiable metrics for student engagement during different online learning activities.
  • The results offer a foundation for developing more sophisticated tools to support online pedagogy.

Conclusions:

  • The proposed methodology offers a viable approach to measuring student engagement in synchronous virtual learning environments (VLEs).
  • Analyzing digital interactions can compensate for the lack of traditional engagement cues in online settings.
  • This research aims to re-establish the instructor-student connection often diminished in virtual learning environments.