ABSTRACT
Online learning becomes the primary method of education due to the novel coronavirus (COVID 19). This research paper describes the automatic extraction of domain-related questions in a lecture video, identifies the answers given by the lecturer for both voice-based questions and chat questions. The paper also presents a method to identify whether a lecturer gave a valid answer for the chat-based questions in the later section of the video. Additionally, this paper describes the approach to identify the most accurate solutions from the custom search engine-based responses. © 2022 IEEE.
ABSTRACT
In-class teaching not only concentrates on lecture content delivery but also on maintaining strong mutuality between lecturer-students and student-student. Online lectures are gaining popularity due to the Covid-19 pandemic. However, the learning-teaching process has become ineffective because existing video conferencing solutions are not intended for academic purposes. This research was conducted to identify the pain points of online education and develop an enhanced software solution. A user survey confirmed that an isolated environment tends to diminish attentiveness during online lectures. Also, it is difficult for teachers to observe the attentiveness of all the students. As a solution, student attentiveness was measured using their facial expressions and collected data shown to lecturers through a virtual student behavioural environment. The physical separation causes students to feel isolated during lectures, which can negatively affect their academic development and social and psychological development. The developed application also provides a virtual group study environment as a feature. According to the results gathered in the user acceptance testing phase, it was found that the attention detection feature helps students keep their attention at a significant level. Further, 9 out of 10 teachers who participated in the testing acknowledged that the simulated student behavioural view could provide a more immersive experience. 71% of students preferred the new collaborative virtual environment, and students further elaborated that the virtual environment was more likely the physical group studies. 72% of students mentioned that the collaborative group study tool helped eliminate isolation during group studies. © 2022 IEEE.
ABSTRACT
Despite the widespread success of online shopping, it is not available to all consumer types. In this sense, visually impaired and elderly users, in particular, frequently face daunting barriers. Due to the inaccessibility and difficulty of current online shopping mobile applications, millions of visually impaired and elderly people are unable to benefit from the convenience provided by online shopping. Developing ideas that inspire people is really essential for visually impaired and elderly people to engage in social life. Generic product explanations, unhelpful images, and visually appealing user experiences are provided to average eyes in online shopping, and they are incompatible with visually impaired people, even with visually impaired assistive devices. Due to visual barriers and inaccessible user experiences, the visually impaired are struggling to do online shopping independently. During this COVID-19 pandemic situation, online shopping is one of the better ways to meet everyone's needs and wants. Ordinary individuals can meet their needs and desires, but the visually impaired and elderly people who live alone find it difficult to manage their daily life. Therefore, we have come up with a solution for this by having an online shopping mobile application. Our objective with this application is to assist visually impaired and elderly individuals in meeting their underlying needs and to help them in this pandemic situation. This paper presents an online shopping mobile application for visually impaired and elderly people that allows them to shop online in a variety of convenient ways.
ABSTRACT
The COVID-19 pandemic has forced educationist to come up with innovative solutions in delivering, engaging synchronous online academic modules. An innovative collaborative teaching approach was utilized in delivering programming concepts for freshers. A team of six academics functioned as a resource panel in delivering synchronous online lecture content. These interactive sessions were led by a moderator inquiring the resource panel on topics related to the content of the lecture. This was done in the same spirit on how a panel discussion would be conducted led by a moderator in a conference. Microsoft Teams Live was used in the delivery of the content to an audience of up to 800 students. Delivering a freshers programming course is known to be challenging in face- to-face delivery. A collaborative programming environment was used to engage students in live coding activities during the lectures. Students had opportunities to interact with the resource panel through quizzes, QA and through coding related activities. These lectures also introduced the innovative use of QR codes to get students engagement through a mobile device for the interactive sessions. Results based on a survey shared among the participated students, confirmed the collaborative teaching approach in conducting webinar was more effective over a traditional webinar that is conducted by one person. Interactive programming environment (Repl.it) allowed the resource personal to give feedback on the programs submitted by the students during synchronous sessions conducted. The best practices used in delivering this course can be easily adopted in delivering highly engaging online lectures for other courses. © 2021 IEEE.