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Vol.14, No.4, November 2025. ISSN: 2217-8309 eISSN: 2217-8333
TEM Journal
TECHNOLOGY, EDUCATION, MANAGEMENT, INFORMATICS Association for Information Communication Technology Education and Science |
Correlation Study Between Attention and Learning Effectiveness of Students Based on Artificial and Graphics Identification
Xin Liu, Xiaohong Ji, Quan Wu, Min Peng, Hua Li, Rong Li
© 2025 Rong Li, published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License. (CC BY-NC-ND 4.0)
Citation Information: TEM Journal. Volume 14, Issue 4, Pages 3748-3759, ISSN 2217-8309, DOI: 10.18421/TEM144-78, November 2025.
Received: 06 May 2025.
Abstract:
Current research on various educational technologies has confirmed the feasibility of computer vision technology in classroom behavior analysis. Students in existing teaching classrooms suffer from insufficient attention, inefficiency of traditional manual interventions, and excessive subjectivity of evaluation. Based on the strategies related to the improvement of students' classroom attention, this study monitored the sustained attention of 127 students through the effective integration of artificial and graphic identification technologies, aiming to quantify the correlation between classroom attention and learning effectiveness, and to validate the consistency of different assessment methods. The results of the study showed that (1) there was a significant positive correlation between attention and learning effectiveness (r>0.8, p<0.05); and (2) there was a moderate degree of consistency between artificial identification and graphic identification (ICC=0.715, p=0.029). These findings confirm the critical role of sustained attention in academic performance.
Keywords – Artificial identification, graphics identification, attention, learning effectiveness, relevance. |
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