Analyzing emotions in online classes: Unveiling insights through topic modeling, statistical analysis, and random walk techniques

The facial and physiological sensor-based emotion recognition methods are two popular methods of emotion recognition. The proposed research is the first of its kind in real-time emotion recognition that combines skin conductance signals with the visual-based facial emotion recognition (FER) method on a Raspberry Pi. This research includes stepwise documentation of method for automatic real-time face detection and FER on portable hardware. Further, the proposed work comprises experimentation related to video induction and habituation methods with FER and the galvanic skin response (GSR) method. The GSR data are recorded as skin conductance and represent the subject's behavioral changes in the form of emotional arousal and face emotion recognition on the portable device. The article provides a stepwise implementation of the following methods: (a) the skin conductance representation from the GSR sensor for arousal; (b) gathering visual inputs for identifying the human face; (c) FER from the camera module; and (d) experimentation on the proposed framework. The key feature of this article is the comprehensive documentation of stepwise implementation and experimentation, including video induction and habituation experimentation. An illuminating aspect of the proposed method is the survey of GSR trademarks and the conduct of psychological experiments. This study is useful for emotional computing systems and potential applications like lie detectors and human–machine interfaces, devices for gathering user experience input, identifying intruders, and providing portable and scalable devices for experimentation. We termed our approaches "sensovisual" (sensors + visual) and "Emosense" (emotion sensing).

Fusiform gyrus volume reduction associated with impaired facial expressed emotion recognition and emotional intensity recognition in patients with schizophrenia spectrum psychosis

Functional connectivity during facial and vocal emotion recognition: Preliminary evidence for dissociations in developmental change by nonverbal modality

Current literature suggests that theory of mind (ToM) and recognition of facial emotion are impaired in behavioral variant frontotemporal dementia (bvFTD). In contrast, studies suggest that ToM is spared in Alzheimer disease (AD). However, there is controversy whether recognition of emotion in faces is impaired in AD. This study challenges the concepts that ToM is preserved in AD and that recognition of facial emotion is impaired in bvFTD. ToM, recognition of facial emotion, and identification of emotions associated with video vignettes were studied in bvFTD, AD, and normal controls. ToM was assessed using false-belief and visual perspective-taking tasks. Identification of facial emotion was tested using Ekman and Friesen's pictures of facial affect. After adjusting for relevant covariates, there were significant ToM deficits in bvFTD and AD compared with controls, whereas neither group was impaired in the identification of emotions associated with video vignettes. There was borderline impairment in recognizing angry faces in bvFTD. Patients with AD showed significant deficits on false belief and visual perspective taking, and bvFTD patients were impaired on second-order false belief. We report novel findings challenging the concepts that ToM is spared in AD and that recognition of facial emotion is impaired in bvFTD.

This study investigates the impact of gamification techniques, including Kahoot!, Classcraft, and Badgeville, on learner motivation, engagement, and perceptions of learning effectiveness and enjoyment in online learning environments. Employing a quantitative research approach, the study utilizes Structural Equation Modeling (SEM) to analyze the relationships between gamification elements and learner outcomes, framed by Self-Determination Theory (SDT). Data collected from a survey of 169 academics across varis fields reveal that gamification techniques, such as leaderboards, badges, points systems, and challenges, significantly enhance learner engagement, with an average increase of 25% observed. Rewards, incentives, and competitive challenges boost both intrinsic and extrinsic motivation, leading to a 30% improvement in learner performance. Despite a slight negative perception regarding gamification's impact on learning effectiveness, a 20% increase in perceived enjoyment underscores its overall positive influence. Knowledge retention significantly impacts learner engagement, perceived learning effectiveness, and enjoyment, with a correlation coefficient of 0.65 between retention rates and engagement levels. These findings highlight the importance of balancing competitive elements to optimize motivation, effectiveness, and enjoyment while maintaining a supportive learning environment. The study provides actionable recommendations for designing gamified e-learning environments that effectively integrate gamification elements to enhance engagement, motivation, and knowledge retention, offering evidence-based guidance for educators aiming to create engaging and effective online learning experiences.

Covid-19 pandemic becomes global issue that gives global impact in all sectors especially in educational one. The Minister of Education and Culture of Indonesia make a policy in which all education sectors are shifted from face-to-face learning into online learning. This policy is well-responded by one of private universities in Lampung. The researcher conducted a research to response this policy. The objective of this study is identify the impact of online learning toward students’ academic performance on Business Correspondence course. Participants of this study are 40 students (14 male and 26 female) who enrolled Business Correspondence course at English Education study program of Universitas Teknokrat Indonesia. The design of this research is descriptive qualitative. Data were collected through questionnaire that consists of 22 statements and open-ended interview. The result showed that online learning has positive impact on students’ academic performance in term of learning motivation, learning achievement and learning engagement. Participants also showed that conducting online learning is relevant during pandemic. Furthermore, flexibility, accessibility, learning autonomy, and boosting students’ achievement become the strengths of conducting online learning. However, financial issue and bad internet access become problems that hamper online learning.

Multiple sclerosis (MS) may be associated with impaired perception of facial emotions. However, emotion recognition mediated by bodily postures has never been examined in these patients. Moreover, several studies have suggested a relation between emotion recognition impairments and alexithymia. This is in line with the idea that the ability to recognize emotions requires the individuals to be able to understand their own emotions. Despite a deficit in emotion recognition has been observed in MS patients, the association between impaired emotion recognition and alexithymia has received little attention. The aim of this study was, first, to investigate MS patient's abilities to recognize emotions mediated by both facial and bodily expressions and, second, to examine whether any observed deficits in emotions recognition could be explained by the presence of alexithymia. Thirty patients with MS and 30 healthy matched controls performed experimental tasks assessing emotion discrimination and recognition of facial expressions and bodily postures. Moreover, they completed questionnaires evaluating alexithymia, depression, and fatigue. First, facial emotion recognition and, to a lesser extent, bodily emotion recognition can be impaired in MS patients. In particular, patients with higher disability showed an impairment in emotion recognition compared with patients with lower disability and controls. Second, their deficit in emotion recognition was not predicted by alexithymia. Instead, the disease's characteristics and the performance on some cognitive tasks significantly correlated with emotion recognition. Impaired facial emotion recognition is a cognitive signature of MS that is not dependent on alexithymia.

Topic modeling techniques have the benefits of modeling words and documents uniformly under a probabilistic framework. However, they also suffer from the limitations of sensitivity to initialization and unigram topic distribution, which can be remedied by deep learning techniques. To explore the combination of topic modeling and deep learning techniques, we first explain the standard topic modelfrom the perspective of a neural network. Based on this, we propose a novel neural topic model (NTM) where the representation of words and documents are efficiently and naturally combined into a uniform framework. Extending from NTM, we can easily add a label layer and propose the supervised neural topic model (sNTM) to tackle supervised tasks. Experiments show that our models are competitive in both topic discovery and classification/regression tasks.

This study aims to address the issue of low completion and high dropout rates in online and distance learning through play and gamification. The general aim of this study is to provide a set of gamification design principles for researchers and practitioners on how gamification can be used in online and distance learning programs in higher education. More specifically, the study intended to seek the answers whether student participation in the online and distance learning programs can be increased by the use of gamification, how the gamification influences the students’ academic performances in the online and distance learning programs and what learners think about integrating gamification into the open and distance learning programs in higher education. The study was designed as a sequential exploratory research, which is one of the mixed research methods. Findings indicate that integrating gamification into the online and distance learning programs has a significant impact on increasing students' visits to the learning environment. In addition, when the pre-gamification and post-gamification scenarios were compared in terms of students accessing to the content in the online and distance learning environment, it was discovered that there was a statistically significant increase. It can be also said that there is significant difference regarding to academic performances for gamified situations. Lastly, gamification is said to be fun by students and to contribute positively to their motivation. According to this, gamification has a positive effect on learners' e-learning behaviors and should be used more in online and distance learning programs.

Facial palsy is a movement disorder with impacts on verbal and nonverbal communication. The aim of this study is to investigate the effects of post-paralytic facial synkinesis on facial emotion recognition. In a prospective cross-sectional study, we compared facial emotion recognition between n = 30 patients with post-paralytic facial synkinesis (mean disease time: 1581 ± 1237 days) and n = 30 healthy controls matched in sex, age, and education level. Facial emotion recognition was measured by the Myfacetraining Program. As an intra-individual control condition, auditory emotion recognition was assessed via Montreal Affective Voices. Moreover, self-assessed emotion recognition was studied with questionnaires. In facial as well as auditory emotion recognition, on average, there was no significant difference between patients and healthy controls. The outcomes of the measurements as well as the self-reports were comparable between patients and healthy controls. In contrast to previous studies in patients with peripheral and central facial palsy, these results indicate unimpaired ability for facial emotion recognition. Only in single patients with pronounced facial asymmetry and severe facial synkinesis was an impaired facial and auditory emotion recognition detected. Further studies should compare emotion recognition in patients with pronounced facial asymmetry in acute and chronic peripheral paralysis and central and peripheral facial palsy.

Biometric is no longer limited to attendance and smartphone screen locks. Numerous sectors are implementing biometrics as a means of authentication. According to the chief executive of Biometric Institute, Isabelle Moeller, explains“Sectors including mobile, banking, and education are showing a real appetite for the use of Biometric authentication.” Face as Biometric Identity Like any other method, facial authentication serves as a biometric authentication mechanism. But the difference is that it is more reliable and easy. Digital cameras are available in almost every smartphone making face identification as easy as the blink of an eye. Unlike fingerprint and it serves more purposes than mere identification. Paid e-libraries can ensure the security of their content and avoid copyright infringements. Usually protected by simple password authentication, e-libraries have a high risk of identity fraud. The credentials of the user can be used by someone else to access content and use it for malicious purposes. Biometric as ID for Assessment and personalisation Facial recognition can help in identifying learner in many scenarios. One such scenario is taking online assessments. Online education faces a lot of criticism due to the high occurrence of cheating. A user could ask anyone to take a test on their behalf and get a good score. Would not that be unjustified for the students who work hard to gain marks? Facial recognition has the potential to make online assessments viable. Another use case is to enable serving personalised content to learners. With online facial recognition technology, capturing usage data for analytics and using it to make content more personalised becomes more possible. Learner Engagement using Facial Emotions Although, not currently in use but Emotion recognition is a possible use of online facial recognition in the future. Amazon has launched Recognition’ an AI that will detect the emotions of customers and analyse what should be done to make the customer more satisfied. In classroom-based scenarios, teachers make sure that students are showing interest in learning. How does a teacher make sure? Obviously, they predict by emotional expressions of students. Facial emotional recognition could take this to online learning. By using AI, the facial emotions of a learner could be used to analyse their engagement during learning. The integrity of online education is questioned a lot. Especially, with increased issues of cheating and plagiarism. In online learning, no suitable checks are there to detect whether the person who enrol in the course, takes exams or someone else on his behalf sits in exams. This malign the integrity of the education sector. Read More:https://shuftipro.com/biometric-consent-verification/

The Facial Feedback Hypothesis (FFH) states that facial emotion recognition is based on the imitation of facial emotional expressions and the processing of physiological feedback. In the light of limited and contradictory evidence, this hypothesis is still being debated. Therefore, in the present study, emotion recognition was tested in patients with central facial paresis after stroke. Performance in facial vs. auditory emotion recognition was assessed in patients with vs. without facial paresis. The accuracy of objective facial emotion recognition was significantly lower in patients with vs. without facial paresis and also in comparison to healthy controls. Moreover, for patients with facial paresis, the accuracy measure for facial emotion recognition was significantly worse than that for auditory emotion recognition. Finally, in patients with facial paresis, the subjective judgements of their own facial emotion recognition abilities differed strongly from their objective performances. This pattern of results demonstrates a specific deficit in facial emotion recognition in central facial paresis and thus provides support for the FFH and points out certain effects of stroke.

Impaired recognition of negative facial emotions in patients with frontotemporal dementia

It is noted that in modern conditions the issue of online education development in Ukraine has become especially acute, in particular, in the development of a long-term program to improve secondary and higher online education and ensure its new level of quality. The article is devoted to determining the need for distance and online education, the differences between them, the necessary forms of communication, the advantages and disadvantages of these forms of education, as well as prospects for distance and online education in Ukraine. It has been identified that online and distance education is viable and effective teaching strategies, but each has its own clear advantages and disadvantages for both teachers and students. The article proves that there are the following differences between these types of education: the location of the teacher and students; interaction between teacher and students; intention of teaching strategy. The authors list the advantages of distance education: distance education can continue without interruption, even in cases such as emergencies or the COVID-19 pandemic; distance education provides more flexibility for students to work at their own pace and review assignments as needed. The article summarizes the main forms of online communication between students and teachers - video conferencing, forum, chat, blog, etc. In addition, the most common web resources for distance education: Moodle, Google Classroom, Zoom and others. The problems that arise in the implementation of distance education have been identified: it is impossible to use distance education if students do not have access to devices or the Internet at home; it is difficult to keep a real contribution of the student to the work; distance education can make falsification even easier than online education; distance education can lead to even more screen time for students. It was concluded that the use of the Internet in teaching is necessary both for teachers who seek to offer their students different ways of learning, and for the students themselves. It has been proven that distance education is most useful for those students who have constant access to technology at home and work responsibly and independently, and it has a clear advantage in the event of an unexpected restriction of classes in the free economic zone.

Individuals with high trait social anxiety (SA) experience multiple challenges when interacting with others. Social skills abilities like accurate emotional facial expression recognition are particularly impaired in this population. Ambiguous and angry facial expressions are most often miscategorized and met with uncertainty. Part of this confusion may be attributable to increased state anxiety when approaching social situations. However, little is known about the influencing role of state anxiety on emotional facial expression recognition among those with social anxiety. The present study aimed to evaluate the impact of state anxiety on emotional facial recognition. Sixty-eight undergraduate students with high trait social anxiety participated in a pre-post emotional facial recognition task. Participants were presented with happy, neutral, and angry facial expressions in random order and asked to categorize the expressed emotion among six basic emotion categories. In between emotional facial recognition tasks, participants engaged in a mood induction procedure (i.e., mock discussion with a confederate) aimed to increase state anxiety. The results suggest that individuals with high-trait SA were significantly worse at recognizing happy facial expressions post-affect induction. Furthermore, individuals with high-trait SA showed significant difficulty in accurately recognizing neutral facial expressions across pre- and post-conditions. An error rate analysis revealed that neutral and happy facial expressions were most often miscategorized as either surprise, angry, sad, or disgust. This study highlights that positively-valenced expressions are met with increased uncertainty particularly when experiencing elevations in state anxiety.