Estimating Level of Engagement from Ocular Landmarks

E-learning offers many advantages like being economical, flexible and customizable, but also has challenging aspects such as lack of – social-interaction, which results in contemplation and sense of remoteness. To overcome these and sustain learners’ motivation, various stimuli can be incorporated. Nevertheless, such adjustments initially require an assessment of engagement level. In this respect, we propose estimating engagement level from facial landmarks exploiting the facts that (i) perceptual decoupling is promoted by blinking during mentally demanding tasks; (ii) eye strain increases blinking rate, which also scales with task disengagement; (iii) eye aspect ratio is in close connection with attentional state and (iv) users’ head position is correlated with their level of involvement. Building empirical models of these actions, we devise a probabilistic estimation framework. Our results indicate that high and low levels of engagement are identified with considerable accuracy, whereas medium levels are inherently more challenging, which is also confirmed by inter-rater agreement of expert coders

The effectiveness of e-Learning on biosecurity practice to slow the spread of invasive alien species

Online e-Learning is increasingly being used to provide environmental training. Prevention measures including biosecurity are essential to reducing the introduction and spread of invasive alien species (IAS) and are central to international and national IAS policy. This paper is the first to evaluate the effectiveness of e-Learning as a tool to increase awareness, risk perception and biosecurity behaviour in relation to IAS among individuals conducting work activities or research (fieldwork) in the field. We surveyed participants (a mixture of students and professionals) before, and 6 months after undertaking an e-Learning course on IAS and biosecurity practices. Awareness of IAS and self-reported biosecurity behaviour increased after e-Learning among students and professionals. Students had a lower awareness of IAS than professionals before training (20% of students vs 60% of professionals), but after training students showed a greater increase in awareness which led to similar levels of awareness post-training (81%). Prior to training, risk perception was also lower amongst students than professionals (33% of students and 59% of professionals were aware of the risk that their activities posed to the accidental spread of IAS). There was no change in risk perception amongst professionals after training, however training led to a doubling of risk perception in students. E-Learning also led to an increase in reported biosecurity behaviour and cleaning practices and there were higher levels of biosecurity cleaning amongst professionals. The higher awareness and better biosecurity amongst professionals is likely to reflect their familiarity with the issues of IAS and day-to-day activities in the field. Our results suggest that e-Learning is an effective tool to raise awareness and encourage behaviour change among field workers and researchers in an attempt to reduce the risk of accidental introduction and spread of IAS