Motion Recognition and Students’ Achievement

Wen-Fu Pan,Ching-Dar Lin,Anton Subarno,Mei-Ying Chien

doi:10.24167/sisforma.v6i2.2468

Wen-Fu Pan, Ching-Dar Lin + Show 2 more

Open Access

https://doi.org/10.24167/sisforma.v6i2.2468

Copy DOI

Abstract

Human motion has multifarious meanings that can be recognized using a facial detection machine. This article aims to explore body motion recognition to explain the relationship between students’ motions and their achievement, as well as teachers’ responses to students’ motions, and especially to negative ones. Students’ motions can be identified according to three categories; facial expression, hand gestures, and body position and movement. Facial expression covers four categories, namely, contempt, fear, happiness, and sadness. Contempt is used to express conflicted feelings, fear to express unpleasantness, happiness to express satisfaction, and sadness to express that the environment is uncomfortable. Hand gestures can likewise be grouped into four categories: conversational gestures, controlling gestures, manipulative gestures, and communicative gestures. Conversational gestures refer to communicative gestures. Controlling gestures refer to vision-based interface communications, like the ones popular in current technology. Manipulative gestures refer to ones used in human interaction with virtual objects. Communicative gestures relate to human interaction, and therefore involve the field of psychology. Body position and movement also can be classified into four categories, namely: leaning forward, leaning backward, correct posture, and physical relocation. Leaning forward happens when a user is working with a high level of concentration. Leaning backward occurs when a user has been highly concentrated on work for several hours, and needs a break or change. Correct posture is the sign of an enjoyable working position which involves sitting in a free and relaxed manner. Movement refers to a change to the student’s sitting location, reflecting some inadequacy of the learning environment. Teachers can anticipate changes of students’ emotions by good learning design, teaching metacognitive skills, self-regulated performance, exploratory talks, mastery approach/avoidance, using hybrid learning environments, and controlling space within classrooms. Teachers’ responses to students’ motions will be explored in this article

Highlights

Human emotion can be recognized through body movements and dynamical gestures [1]
Zone A relates to facial expression, zone B relates to hand gestures, and zone C relates to body position and movements
The low-level response of environment expression can be indicated through head area movements

Summary

Introduction

Emotions have an effect on students’ learning and achievement that is mediated by attention, self-regulation, cognitive resources, and motivation [2]. A fundamental of humans’ body motions will change in appearance in order to respond an action based on its emotion [3]. Teachers, in their role as mediators in the classroom [4], should pay careful attention to student’s emotions. During the teaching-learning process, astute teachers will become aware of both the positive and negative emotions of students. Teachers have to change their teaching methods or take other remedial action to stimulate positive student emotions if they perceive physical cues from their students indicating negative emotions. This article aims to explore body motion recognition, the relationship between motions and students’ achievement, and teachers’ responses to students’ motions

Objectives

Results

Conclusion