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EmoRoom: Unveiling academic emotions through interactive visual analytics in classroom videos
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Type
Conference Paper
Citation
Yuvaraj Rajamanickam, Sahil Faizal, Rajalakshmi Ratnavel, & Yang, W. (2024). EmoRoom: Unveiling academic emotions through interactive visual analytics in classroom videos. In K. Arai (Ed.), Proceedings of the Future Technologies Conference (FTC) 2024, (Vol. 2, pp. 604-612). Springer. https://doi.org/10.1007/978-3-031-73122-8_39
Abstract
Measuring emotions in educational settings can provide important information in predicting and explaining student learning outcomes. Knowledge of student’s classroom emotions can also help teachers understand their students’ learning behaviors, improve their teaching methods, and optimize students’ learning and development. However, it can be highly challenging for teachers to monitor and accurately understand student emotions within classroom or group contexts, especially while they are actively teaching and attending to many students simultaneously. Video recording classroom activity can address that issue as high-definition cameras can be used to continuously record groups of students, enabling online or offline analyses of student emotions and supplementing teacher monitoring, retrieval, and interpretation of those processes. Teachers find it difficult to use existing emotion recognition methods to analyze student behaviors in videos due to a lack of user-friendly interfaces that facilitate automatic analysis. To address this challenge, we developed EmoRoom, an open-source tool designed to simplify the annotation and analysis of videos from an emotional perspective. EmoRoom tool offers a practical solution for quantifying and visualizing the frequency of emotions for individuals of interest. Furthermore, it can assist teachers in refining their teaching methods by offering a comprehensive overview of students’ emotional experiences during learning.
Date Issued
2024
ISBN
9783031731211 (print)
9783031731228 (online)
Publisher
Springer
Series
Lecture Notes in Networks and Systems, vol. 1155