Toward active and unobtrusive engagement assessment of distance learners
Student behavior and lecturer oversight in the classroom is known to modulate study behaviors and impact performance and learning outcomes, but cannot at present be managed for distance learning students. Quantifying and automatically measuring student engagement during lectures in a scalable and accessible manner for these students is essential for improving academic success, but has not been studied widely in natural distance learning environments. We collect video recordings from a screen-mounted camera of students studying online lectures in a mostly unstructured setting and gather annotations from a panel of humans for assessing student engagement levels. We present results on the prediction of different representations of engagement, both with subject-independent and individual-specific models, and quantify the performance gap between the generalized and personalized models for engagement prediction. While the subject-independent performance is challenged by data sparsity, results show that the individual-specific models can predict engagement well even with very few labeled examples.