Correlation Study Between Attention and Learning Effectiveness of Students Based on Artificial and Graphics Identification
Correlation Study Between Attention and Learning Effectiveness of Students Based on Artificial and Graphics Identification

Summary/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.

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