Detection of Malpractice in E-exams by Head Pose and Gaze Estimation

Examination malpractice is a deliberate wrong doing contrary to official examina-tion rules designed to place a candidate at unfair advantage or disadvantage. The proposed system depicts a new use of technology to identify malpractice in E-Exams which is essential due to growth of online education. The current solu-tions for such a problem either require complete manual labor or have various vulnerabilities that can be exploited by an examinee. The proposed application en-compasses an end-to-end system that assists an examiner/evaluator in deciding whether a student passes an online exam without any probable attempts of mal-practice or cheating in e-exams with the help of visual aids. The system works by categorizing the student’s VFOA (visual focus of attention) data by capturing the head pose estimates and eye gaze estimates using state-of-the-art machine learn-ing techniques. The system only requires the student (test-taker) to have a func-tioning internet connection along with a webcam to transmit the feed. The exam-iner is alerted when the student wavers in his VFOA, from the screen greater than X, a predefined threshold of times. If this threshold X is crossed, the appli-cation will save the data of the person when his VFOA is off the screen and send it to the examiner to be manually checked and marked whether the action per-formed by the student was an attempt at malpractice or just momentary lapse in concentration. The system use a hybrid classifier approach where two different classifiers are used, one when gaze values are being read successfully (which may fail due to various reasons like transmission quality or glare from his specta-cles), the model falls back to the default classifier which only reads the head pose values to classify the attention metric, which is used to map the student’s VFOA to check the likelihood of malpractice. The model has achieved an accuracy of 96.04 percent in classifying the attention metric.

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Continuous Emotion Recognition in Videos by Fusing Facial Expression, Head Pose and Eye Gaze

2019 International Conference on Multimodal Interaction ◽

10.1145/3340555.3353739 ◽

2019 ◽

Cited By ~ 4

Author(s):

Suowei Wu ◽

Zhengyin Du ◽

Weixin Li ◽

Di Huang ◽

Yunhong Wang

Keyword(s):

Facial Expression ◽

Emotion Recognition ◽

Eye Gaze ◽

Head Pose

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Analysis of Educational Data in the Current State of University Learning for the Transition to a Hybrid Education Model

Applied Sciences ◽

10.3390/app11052068 ◽

2021 ◽

Vol 11 (5) ◽

pp. 2068

Author(s):

William Villegas-Ch. ◽

Xavier Palacios-Pacheco ◽

Milton Roman-Cañizares ◽

Sergio Luján-Mora

Keyword(s):

Online Education ◽

Educational Model ◽

Hybrid Education ◽

Face To Face ◽

Current State ◽

Use Of Technology ◽

Technological Advances ◽

The World ◽

The Face ◽

Education Model

Currently, the 2019 Coronavirus Disease pandemic has caused serious damage to health throughout the world. Its contagious capacity has forced the governments of the world to decree isolation and quarantine to try to control the pandemic. The consequences that it leaves in all sectors of society have been disastrous. However, technological advances have allowed people to continue their different activities to some extent while maintaining isolation. Universities have great penetration in the use of technology, but they have also been severely affected. To give continuity to education, universities have been forced to move to an educational model based on synchronous encounters, but they have maintained the methodology of a face-to-face educational model, what has caused several problems in the learning of students. This work proposes the transition to a hybrid educational model, provided that this transition is supported by data analysis to identify the new needs of students. The knowledge obtained is contrasted with the performance presented by the students in the face-to-face modality and the necessary parameters for the transition to this modality are clearly established. In addition, the guidelines and methodology of online education are considered in order to take advantage of the best of both modalities and guarantee learning.

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Researching online communities of inquiry through digital ethnography

SHS Web of Conferences ◽

10.1051/shsconf/202110201006 ◽

2021 ◽

Vol 102 ◽

pp. 01006

Author(s):

Neil Johnson

Keyword(s):

Online Learning ◽

Online Education ◽

Online Communities ◽

Online Community ◽

Study Data ◽

Digital Ethnography ◽

Use Of Technology ◽

Ethnographic Data ◽

Communities Of Inquiry

Research into providing effective online education has suggested an important goal for instructors is the creation of an online community of inquiry (CoI) where social, cognitive, and teacher presence are all important aspects of successful online learning. With reference to a recent reflective practice case study, this paper describes ways that the research on online communities of inquiry may be enriched through the use of digital ethnography. In the target reflective case study, data analysis tasks were designed and presented in an online VoiceThread site, promoting dialogic and multimodal engagement with data from actual research studies that are central to the module theme in teacher education. Interaction around these tasks is coded using the CoI framework. Ethnographic data from the participants was collected and coded using qualitative research protocols to contextualise the interaction data and provide a clearer understanding of how participants had come together throughout the module. The ethnographic data revealed some interesting concerns with online learning, including the use of technology as a barrier to participation.

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The Influence of Technology on Mental Well-Being of STEM Teachers at University Level: COVID-19 as a Stressor

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph18189605 ◽

2021 ◽

Vol 18 (18) ◽

pp. 9605

Author(s):

Johanna Andrea Navarro-Espinosa ◽

Manuel Vaquero-Abellán ◽

Alberto-Jesús Perea-Moreno ◽

Gerardo Pedrós-Pérez ◽

Pilar Aparicio-Martínez ◽

...

Keyword(s):

Mental Health ◽

Online Education ◽

Bibliometric Analysis ◽

Well Being ◽

Cross Sectional Study ◽

Health Issues ◽

Cross Sectional ◽

University Teachers ◽

Use Of Technology ◽

Mental Well Being

Stress can result in psychopathologies, such as anxiety or depression, when this risk factor continues in time. One major stressor was the COVID-19 pandemic, which triggered considerable emotional distress and mental health issues among different workers, including teachers, with another stressor: technology and online education. A mixed-method approach is presented in this research, combining a cross-sectional study of university teachers from Ecuador and Spain with a medium of twenty years of working experience (N = 55) and a bibliometric analysis carried out in three databases (161 documents). The levels of anxiety and depression, and therefore the risk of developing them as mental disorders, were high. The lack of training (p < 0.01), time (p < 0.05), or research regarding the use of technology in education (p < 0.01) and stress caused by COVID-19 (p < 0.001) were linked to frequency. The most relevant observational study obtained through the bibliometric analysis (138 citations and over 65% of methodological quality) indicated that previous training and behavioral factors are key in the stress related to technology. The combination of the results indicated that mental health in STEM teachers at university is related to diverse factors, from training to the family and working balance.

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Teaching Adult Learners in Online Career and Technical Education

International Journal of Web-Based Learning and Teaching Technologies ◽

10.4018/jwbltt.2009091503 ◽

2009 ◽

Vol 4 (4) ◽

pp. 32-49 ◽

Cited By ~ 5

Author(s):

Victor M. Hernández-Gantes

Keyword(s):

Adult Learners ◽

Adult Learning ◽

Online Education ◽

Career And Technical Education ◽

Adult Development ◽

Curriculum Design ◽

Technical Education ◽

Career And Technical ◽

Use Of Technology ◽

The Status

Online education is becoming an important component of career and technical education (CTE) in teacher preparation and at the graduate level. In the midst of such growth, and in response to questions about quality compared with traditional learning, there is a consensus that online courses and programs should be designed based on the needs of adult learners. However, much of the literature in online CTE lacks implicit connections to emerging notions of adult development and learning. This article provides an overview of the status of online education in CTE at the postsecondary level, discusses related issues and current research focus, and highlights adult learning developments and the implications for curriculum design, instruction, and use of technology. The article concludes with an outline of emerging trends bridging adult learning and online education relevant to career and technical education.

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Technological and Ethical Challenges of Online Education

Research Anthology on Developing Effective Online Learning Courses ◽

10.4018/978-1-7998-8047-9.ch055 ◽

2021 ◽

pp. 1123-1136

Author(s):

Lauren Haar ◽

Simon Kaja

Keyword(s):

Medical Education ◽

Online Education ◽

Best Practice ◽

Medical Professionals ◽

Learning Approaches ◽

Ethical Challenges ◽

Self Directed Learning ◽

Education Professionals ◽

Use Of Technology ◽

Assessment Specialists

The impact of technology can be felt throughout the medical education continuum. From online learning environments in blended learning approaches to exclusively providing the preclinical curriculum online, there is a growing need to optimize the way that technology supports self-directed learning in the next generation of medical professionals. In this chapter, the authors address issues of best practice surrounding the development of virtual content for medical education. The information presented will be integral for medical education professionals, basic science/clinical faculty, and educational assessment specialists with an interest in the use of technology for contemporary medical education. The goal is to offer an overview of the theory and ethics behind adopting an online strategy for medical education. An emphasis is placed on developing best practices for presenting content, a comparison of blended and online-only approaches, and the ethical considerations necessary for the successful training of medical professionals online.

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Beyond the net generation debate: A comparison between digital learners in face-to-face and virtual universities

The International Review of Research in Open and Distributed Learning ◽

10.19173/irrodl.v13i4.1305 ◽

2012 ◽

Vol 13 (4) ◽

pp. 190 ◽

Cited By ~ 25

Author(s):

Begoña Gros ◽

Iolanda Garcia ◽

Anna Escofet

Keyword(s):

Online Education ◽

University Students ◽

Empirical Studies ◽

Net Generation ◽

Teaching Methodology ◽

Digital Native ◽

Face To Face ◽

Use Of Technology ◽

Frequent Use ◽

Digital Learners

In the last decade, an important debate about the characteristics of today’s students has arisen due to their intensive experience as users of ICT. The main belief is that frequent use of technologies in everyday life implies competent users able to transfer their digital skills to learning activities. However, empirical studies developed in different countries reveal similar results suggesting that the ‘digital native’ label does not provide evidence of a better use of technology to support learning. The debate has to beyond and focus on the implications of being a learner in a digitalised world. This research is based on the hypothesis that the use of technology to support learning is not related to the fact of belonging or not to the net generation, is mainly influenced by the teaching model.The study compares the behaviour and preferences towards ICT use in two groups of university students: face-to-face students and online students. A questionnaire was applied to a sample of university students from five universities with different characteristics (one of them offers online education and four offer face-to-face with LMS teaching-support).Findings suggest although access to and use of ICT is widespread, the influence of teaching methodology is very decisive. For academic purposes, students seem to respond to the requirements of their courses, programmes and universities. There is a clear relationship between the students’ perception of usefulness regarding certain ICT resources and the teachers’ suggested uses of technologies. The most highly rated technologies correspond with those proposed by teachers. The study shows how the educational model (face-to-face or online) has a stronger influence on the students’ perception of usefulness regarding ICT support for learning than the fact of being a digital native.

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