Application of Computer Vision and Mobile Systems in Education: A Systematic Review

The computer vision industry has experienced a significant surge in growth, resulting in numerous promising breakthroughs in computer intelligence. The present review paper outlines the advantages and potential future implications of utilizing this technology in education. A total of 84 research publications have been thoroughly scrutinized and analyzed. The study revealed that computer vision technology integrated with a mobile application is exceptionally useful in monitoring students’ perceptions and mitigating academic dishonesty. Additionally, it facilitates the digitization of handwritten scripts for plagiarism detection and automates attendance tracking to optimize valuable classroom time. Furthermore, several potential applications of computer vision technology for educational institutions have been proposed to enhance students’ learning processes in various faculties, such as engineering, medical science, and others. Moreover, the technology can also aid in creating a safer campus environment by automatically detecting abnormal activities such as ragging, bullying, and harassment

Effectiveness of Need-Based Teacher’s Training Program to Enhance Online Teaching Quality

The COVID-19 pandemic drastically transformed the global education system forever. To sustain the education system, e-learning has been adopted as an alternative teaching-learning strategy in most countries. Due to this sudden transition, teachers had practically no time to prepare themselves for distance learning, especially in developing countries. Consequently, teachers faced numerous challenges while teaching online. The present study aimed to explore the effectiveness of need-based teachers’ training programs to address online teaching challenges faced by primary and secondary level teachers. Adopting a mixed-method research approach, this study was conducted between January and July 2021 at 6 primary and secondary level institutions in 4 different districts of Bangladesh. Primary data were collected through face-to-face surveys, electronic surveys, and one-to-one semi-structured interviews. Descriptive analysis and bivariate correlational analysis were carried out for quantitative data exploration. On the other hand, qualitative data were coded and analyzed thematically. Findings highlight that less familiarity with online teaching tools, lack of digital skills, unstable Internet connectivity, difficulties with time management, insufficient teaching materials, lack of satisfaction, heavy workload, and poor self-confidence were the key barriers to online teaching. However, in this study, a proper need-based teacher training program is found to be considerably effective in improving online teaching quality by increasing teachers’ technological skills, confidence, satisfaction, motivation, time management skill, and behavioral changes. The overall findings of this study are expected to assist the devolved authorities in implementing synchronized policies to improve online teaching quality

Identifying Mathematics Anxiety Through Automated Process (IMATAP): A Web-Based Screening Tool for Teachers

Mathematics anxiety (MA) is considered a potential barrier to success in science, technology, engineering, and mathematics (STEM) careers. A good number of students around the globe are terrified of mathematics. They do whatever they can to avoid math or math-related subjects. Therefore, the early identification of MA and its underlying factors is crucial in initiating timely interventions that can enhance positive attitudes in math, boost math performance, minimize math avoidance, and motivate students to pursue math-related careers. In this paper, we have presented a unique, multifaceted, and complete web-based MA screening tool called identifying mathematics anxiety through an automated process (IMATAP) to assess MA, its severity, and its deficiency. This assessment provides a detailed explanation of developing MA and helps teachers, parents, educators, and researchers design need-based intervention techniques (personalized or cluster-based) to reduce MA, which will ultimately help math-anxious students overcome math fear. Over the past two years (2021–2022), IMATAP has been successfully implemented in nine different primary and secondary level institutions in Bangladesh. Findings revealed that the effectiveness of the IMATAP system has been appreciated and highly accepted by both students and teachers

A Weighted Scoring Based Rating Scale to Identify the Severity Level of Mathematics Anxiety in Students

The purpose of the current study was to develop an effective scale that can be used to assess the severity level of Mathematics Anxiety (MA) among students. Generally, measures for assessing MA adopt primitive questionnaires and unweighted rating-scale based approaches which are predominantly intended for a particular range of students. As a consequence, this type of approach is inherently static and not effective to be used widely. To bridge this gap, considering the view of 839 students, the present study has proposed a Weighted Scoring Based Mathematics Anxiety Rating Scale (WSB-MARS) which represents a more reliable, valid, generalized, and new approach to assess the severity level of mathematics anxiety in students.  Besides, the proposed scale can be implemented as a mobile application that is applicable to the research & education field

A Weighted Scoring Based Rating Scale to Identify the Severity Level of Mathematics Anxiety in Students

The purpose of the current study was to develop an effective scale that can be used to assess the severity level of Mathematics Anxiety (MA) among students. Generally, measures for assessing MA adopt primitive questionnaires and unweighted rating-scale based approaches which are predominantly intended for a particular range of students. As a consequence, this type of approach is inherently static and not effective to be used widely. To bridge this gap, considering the view of 839 students, the present study has proposed a Weighted Scoring Based Mathematics Anxiety Rating Scale (WSB-MARS) which represents a more reliable, valid, generalized, and new approach to assess the severity level of mathematics anxiety in students.  Besides, the proposed scale can be implemented as a mobile application that is applicable to the research & education field

ICT Based Mathematics Skill Development Program: An Initiative to Overcome Mathematics Anxiety

The present study has introduced a complete ICT based Mathematics Skill Development Program (MSDP) web service that aims to enhance the positive attitudes of students towards Maths. The entire system is designed and implemented in such ways that students can learn Maths with fun and practical experiences in the classroom rather than only theoretical exercises. For the last 2 years (2018-2019), we have applied MSDP in 4 distinct primary and secondary schools in Bangladesh and followed up the students ' (N = 200) attitudes towards Maths. Findings revealed that through the MSDP program, students have developed a significant positive attitude towards Maths that helps them to overcome mathematics anxiety

Acceptance of E-Learning Among University Students During Covid-19 Crisis: Bangladesh Perspective

COVID-19 pandemic has dramatically transformed the global education system to a great extent. In a short period, e-learning has been adopted globally as an al-ternative teaching-learning medium. However, this sudden transition raises many concerns about e-learning acceptability. To make a clear inference, this study investigated the acceptance of e-learning (perceived usefulness, and perceived ease of use) among university-level students using the Technology Acceptance Model (TAM). The empirical analysis was performed on a sample of 694 university students in Bangladesh during the COVID-19 crisis. Findings revealed that students' overall e-learning acceptability was not adequate (32.8%), a significant number of students (46.8%) were not satisfied with e-learning experience and that majority (70.2%) of students preferred face-to-face education systems for their future study. The study also highlighted the underlying factors that negatively affect students' e-learning acceptance such as lack of technological skills, less familiarity with e-learning, lack of simplicity, low productivity, inefficiency, and so on. The overall findings of this study are intended to assist stakeholders to understand the gaps that need to be addressed immediately to increase students ’e-learning acceptability in the future

Students’ Experiences of E-learning Practices During COVID-19: A Qualitative Study

COVID-19 pandemic has disrupted schooling globally. Affecting millions of students, the conventional face-to-face (F2F) education system has been replaced by e-learning overnight. As the advantages, disadvantages, and technical challenges of this abrupt transformation were already well-documented, this study aimed to intensely scrutinize university students' experiences of e-learning practices in this new normal situation. Methods: Adopting the Interpretative Phenomenological Analysis (IPA), a smaller sample of respondents (N=25) was observed to gain deeper insights using semi-structured interviews. Data were analyzed and interpreted through thematic analysis. Findings revealed that most of the students have had unfavorable experiences with e-learning. The majority of students feel that e-learning has ruined their social relationships by isolating them from their peers and instructors. A significant number of students were observed to be anxious about their future due to unstable financial status, poor learning outcomes, and unfair evaluation processes. Moreover, poor self-esteem, anxiety, and depressive symptoms have been observed among a significant portion of the students. The overall findings of this study are meant to assist stakeholders in taking the necessary steps to address the aforementioned issues and ensure an improved learning experience, particularly in an e-learning environment

Students’ Experiences of E-learning Practices During COVID-19: A Qualitative Study

COVID-19 pandemic has disrupted schooling globally. Affecting millions of students, the conventional face-to-face (F2F) education system has been replaced by e-learning overnight. As the advantages, disadvantages, and technical challenges of this abrupt transformation were already well-documented, this study aimed to intensely scrutinize university students' experiences of e-learning practices in this new normal situation. Methods: Adopting the Interpretative Phenomenological Analysis (IPA), a smaller sample of respondents (N=25) was observed to gain deeper insights using semi-structured interviews. Data were analyzed and interpreted through thematic analysis. Findings revealed that most of the students have had unfavorable experiences with e-learning. The majority of students feel that e-learning has ruined their social relationships by isolating them from their peers and instructors. A significant number of students were observed to be anxious about their future due to unstable financial status, poor learning outcomes, and unfair evaluation processes. Moreover, poor self-esteem, anxiety, and depressive symptoms have been observed among a significant portion of the students. The overall findings of this study are meant to assist stakeholders in taking the necessary steps to address the aforementioned issues and ensure an improved learning experience, particularly in an e-learning environment

Students’ Satisfaction in Online Class during COVID-19: An Empirical Study in Bangladesh Context

The COVID-19 pandemic caused higher education institutions to switch to online learning. This unique endeavor is being investigated to protect high-quality education. Due to its hasty and emergency implementation, students may have different opinions about this new education system. The primary objective of this study is to investigate the relationships between constructs such as students’ perceived effectiveness, institutional facility, teaching material, and overall satisfaction during the COVID-19 outbreak. Adopting a quantitative research approach, this study was conducted between November 8, 2020, and February 12, 2021, in private universities in Bangladesh. Data were utilized in structural equation modeling (SEM). The findings revealed that perceived effectiveness (0.68, p-value = 0.01), institutional facility (0.23, p-value = 0.01), and teaching material (0.14, p-value = 0.01) are all positively and significantly associated with satisfaction with an online class module. In addition, trajectory analysis establishes a link between satisfaction and effectiveness in e-learning through the SEM. The results of the study also indicate a strong and positive correlation between satisfaction with an online class module and perceived effectiveness, institutional setting, and teaching material. This study will serve as a catalyst for understanding students’ satisfaction in an online environment, as well as a benchmark for various stakeholders, particularly policymakers, practitioners, academicians, and institution owners, to take the necessary steps to ensure a sustainable online learning platform