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

• Main Authors: Gajšek, B. (Author), Guadagni, A. (Author), Navarro, J. (Author), Solé-Beteta, X. (Author), Zaballos, A. (Author)
• Format: Article
• Language: English
• Published: MDPI 2022
• Subjects: Audition; Computer aided instruction; Data-driven approach; digital interactions; Digital interactions; E-learning; Face-to-face learning; Immediate feedbacks; Learning environments; Learning process; Learning systems; Monitoring process; Software prototyping; student engagement; Student engagement; Students; Training activities; virtual learning environments; Virtual learning environments
• Online Access: View Fulltext in Publisher

 In face-to-face learning environments, instructors (sub)consciously measure student engagement to obtain immediate feedback regarding the training they are leading. This constant monitoring process enables instructors to dynamically adapt the training activities according to the perceived student reactions, which aims to keep them engaged in the learning process. However, when shifting from face-to-face to synchronous virtual learning environments (VLEs), assessing to what extent students are engaged to the training process during the lecture has become a challenging and arduous task. Typical indicators such as students’ faces, gestural poses, or even hearing their voice can be easily masked by the intrinsic nature of the virtual domain (e.g., cameras and microphones can be turned off). The purpose of this paper is to propose a methodology and its associated model to measure student engagement in VLEs that can be obtained from the systematic analysis of more than 30 types of digital interactions and events during a synchronous lesson. To validate the feasibility of this approach, a software prototype has been implemented to measure student engagement in two different learning activities in a synchronous learning session: a masterclass and a hands-on session. The obtained results aim to help those instructors who feel that the connection with their students has weakened due to the virtuality of the learning environment. © 2022 by the authors. Licensee MDPI, Basel, Switzerland.