실시간 시선응시를 기반으로 한 비대면 창업교육 집중도와 학업성취도의 관계

Abstract

The COVID-19 pandemic has altered the educational landscape worldwide, including the widespread adoption of online learning. This study aims to define the concept of classroom engagement by examining the gaze behavior and posture of university students during online entrepreneurial education. In addition, this study examines the relationship between concentration and academic achievement. Drawing on the theory of stimulus-response compatibility(SRC), gaze behavior is measured using dwell time, while self -regulated learning is quantified based on students’ conscious effort and concentration. The study investigates the positive impact of concentration on academic performance and validates the moderating effect of proper posture on this relationship. By utilizing artificial intelligence (AI) technology, video data (comprising 3,360 hours) from 87 university students enrolled in online entrepreneurial education were analyzed. The study determined that high levels of concentration, as gauged by the combination of pupil gaze and posture, were positively associated with improved academic performance. Moreover, this study reveals that proper posture, as measured by the scapula's position, plays a significant moderating role in the relationship between concentration and academic performance. These findings underscore the importance of quantifying classroom behavior and engagement in online learning environments. Finally, this study suggests future research directions from an interdisciplinary perspective, including education, management, and AI technology.