Multimodal Learning Engagement Assessment System: An Innovative Approach to Optimizing Learning Engagement

This study investigates the relationship between teacher discourse and learner engagement as essential components of the ESL learning process. By integrating Self-Evaluation of Teacher Talk (SETT) and thematic analysis from a micro-interactional level of classroom interaction. the study examines the role of teacher discourse patterns in shaping learner participation and engagement in tertiary ESL classrooms. Five ESL tutors and students from five different classrooms from a teacher training college in The Gambia participated in the study. Data collected through audio-recorded observations and post-observation teacher interviews reveal that there is a context-dependent relationship between teacher talk and learner participation and engagement. The findings of the study highlight that teacher control, structured as strict turn-taking, constant interruption, and form-based feedback limits learner participation and opportunities of meaningful language practice. The data also reveals that facilitative discourse practices, such as open-ended questioning, minimal interruption, and non-evaluative feedback, encourage learner talk and enable deeper cognitive and emotional engagement. The study also offers a valuable insight into how teacher talk can function as a mediatory tool for transforming abstract linguistic knowledge into participatory learning resources, particularly, in resource-constrained settings. Regarding the tensions between control and authority, the study indicates that teacher control is not inherently restrictive. Rather, it can facilitate structured interaction when applied in line with pedagogical objectives despite the fact that contradictions still remain between teachers’ pedagogical desires and their implemented discourse. Overall, the study points out the significance of classroom discourse as the interactional site for the co-construction of learner participation and engagement, raising important concerns about interactional awareness and reflective practice in teacher development programmes.

Education aims to cultivate positive behaviors, attitudes, and learning outcomes, with schools, teachers, and families each playing vital roles. Among these influences, parental involvement reflected through parents' interest in school activities and support for their child's academic growth remains one of the strongest predictors of student success. Although research highlights its importance for academic achievement and social development, limited studies, particularly in Nigeria, have examined how parental involvement shapes students' engagement in learning. This study addresses this gap by investigating the impact of parental involvement on students' affective, cognitive, and behavioral engagement across three major Nigerian cities: Abuja, Lagos, and Port Harcourt. These cities were selected for their political, economic, and sociocultural diversity, offering a balanced representation of the Nigerian context. Using a quantitative survey design, data were collected from 225 public and private secondary school students and analyzed through multiple regression to assess the influence of home–school communication and home-based involvement on engagement. Findings reveal that consistent parental monitoring and effective communication with teachers significantly enhance students' motivation, attentiveness, and classroom participation. The study underscores that student engagement is a shared responsibility between schools and families and emphasizes the need to strengthen structured parent–school partnerships while addressing socioeconomic disparities. The results provide valuable insights for educators, policymakers, and stakeholders seeking to improve student engagement and overall learning outcomes in Nigerian secondary education.

Traditional moral evaluation relies on artificial and subjective evaluation by teachers, and there are subjective errors or prejudices. To achieve further objective evaluation, students' classroom performance can be identified, and the effectiveness of moral education can be evaluated based on student behavior. Since student classroom behavior is random and uncertain, in order to accurately evaluate its indicators, a large amount of student classroom behavior data must be used as the basis for analysis, while certain techniques are used to filter out valuable information from it. In this paper, an improved graph convolutional network algorithm is proposed to study students' behaviors in order to further improve the accuracy of moral education evaluation in universities. The technique of video recognition is used to achieve student behavior recognition, thus helping to improve the quality of moral education evaluation in colleges and universities. First, the multi-information flow data related to nodes and skeletons are fused to improve the computing speed by reducing the number of network parameters. Second, the spatiotemporal attention module based on nonlocal operations is constructed to focus on the most action discriminative nodes and improve the recognition accuracy by reducing redundant information. Then, the spatiotemporal feature extraction module is constructed to obtain the spatiotemporal association information of the nodes of interest. Finally, the action recognition is realized by the Softmax layer. The experimental results show that the algorithm of action recognition in this paper is more accurate and can better help moral evaluation.

With the continuous development of educational technology, smart education is gradually becoming an important part of the vocational school education sySTEAM. Especially in the field of STEAM education, smart education provides a new way of teaching and learning, which is important for improving students' learning efficiency and engagement. However, effectively integrating smart education into the design and implementation of STEAM programs in vocational schools requires overcoming a series of challenges, such as the integration of technological resources, the enhancement of teachers' professional competence, the improvement of student engagement, and curriculum design and innovation. The paper discusses the challenges and design principles of teaching STEAM programs in vocational schools under the environment of smart education and proposes effective implementation strategies to guide vocational school teachers.

Anxiety is one of the most important affective factors which effects students’ performance and participation in EFl classrooms. Anxiety can have a negative effect on the overall performance and communicative competence of secondary school level learners that are at an adolescent level, which is associated with high academic pressure and examination needs. This paper attempts to deal with anxiety-its sources, its effects and the classroom implications of this phenomenon among higher secondary students while learning English. The study used a convergent parallel mixed-methods research design. Quantitative data were obtained through a survey instrument adapted from the Foreign Language Classroom Anxiety Scale and 180 higher secondary students participated in the data collection. There was triangulation of findings as the qualitative data were collected through semi-structured interviews with students and teachers, in addition to classroom observations. The findings also show that students have moderate to high levels of English language anxiety. The factors that influence the respondents are the fear to make mistakes, test anxiety, speaking in English, lack of confidence and teacher pressure. The research also indicates sex difference is significant where female students feel more anxiety than their fellow male classmates. Anxiety was seen to have two effects: academic as well as psychological in nature, including reduced participation in the classroom, poor oral performance, low motivation and avoidance of communicative tasks. Observational data of classrooms also indicates that teacher feedback style and classroom interaction patterns are important determinants of learners’ anxiety. The results imply that English language learning anxiety is not only an individual learner problem but also a classroom-driven phenomenon shaped by pedagogical and assessment practices. The study emphasizes on the provision of supportive pedagogical strategies, learner-centered teaching and anxiety-sensitive assessment to encourage affective learning in English at higher secondary level.

BackgroundOne noteworthy concern within the realm of education is the level of engagement demonstrated by students. Among the factor that can have a crucial role in this domain is teacher support, especially emotional support which has an impact on several aspects of learners’ education. Furthermore, various studies have investigated the relationship between Emotional Intelligence (EI) and learners’ engagement.MethodsAccordingly, this study investigated the possible role of trait EI and the emotional support of teachers and how these constructs may work to associate learners’ engagement. For this objective, a total of 309 Chinese students across different colleges and universities in 5 provinces of Beijing, Shanghai, Jiangsu, Hubei, and Shaanxi were enrolled. They were 126 females and 183 males, with ages ranging from 18 to 30 years old (Mean = 24.6).ResultsThe results of this research through running Structural Equation Modeling (SEM) demonstrated that teachers’ emotional support and trait EI both can associate students’ learning engagement. The final measurement model shows that about 73% of changes in learners’ engagement can be associated by their trait EI and teachers’ emotional support.ConclusionsThis study underscores the importance of emotional support from teachers and the trait of EI in relation to students’ engagement in learning. Both factors were shown to play a significant role in associating student engagement. Moreover, this study could potentially have wider impacts on members of academic teams.

Many students experience a lack of motivation and engagement in learning due to the monotonous learning system. Therefore, many teachers apply gamification strategies to increase student motivation and engagement in learning. This study investigates the integration of gamification strategies within English as a Foreign Language (EFL) instruction to amplify student motivation and engagement. Gamification, a methodology applying gaming elements in a non-game context, serves as a focal point to enhance learning participation and motivation. In the realm of EFL education, student motivation and engagement often pose significant challenges. Through qualitative methodology involving classroom observations, questionnaires, student interviews, and teacher reflections, this research assesses the impact of implementing game elements like point-based assessments, competitive dynamics, challenges, and rewards on student motivation and engagement in learning English. The findings underscore a notable surge in student motivation attributed to the incorporation of game elements, fostering a more enjoyable and competitive learning environment that encourages active student participation. This research contributes vital insight for educators, highlighting the efficacy of gamification as a tool to heighten motivation and engagement in EFL education. It emphasizes the need for judicious integration of relevant gaming elements in pedagogical design to craft more immersive and meaningful learning experiences for students studying English as a Foreign Language.

The competition for knowledge and talent has become increasingly fierce in the 21st century. The innovative consciousness and ability of college students are of great significance for improving the level of talent cultivation and enhancing comprehensive national strength in China. Among the many factors that affect the innovative behavior of college students, their learning environment and classroom participation play a positive role in promoting their innovative behavior. This research aims to explore the relationship between classroom involvement and creative conduct among Chinese university students, how the learning environment influences this interaction. The study technique adopted a literature analysis and empirical inquiry. A total of 425 college students from four colleges and universities in Hebei Province in China consisting of freshmen, sophomores, and juniors from Humanities, Sciences, and Engineering majors were the respondents of the study. Data were collected through a survey questionnaire and were treated using correlational analysis. Descriptive statistical results show that participants in this study are more inclined to establish good teacher-student relationships in the learning environment, exhibited a more positive state of cognitive participation in classroom participation, and more positive attitudes towards academic learning and thinking patterns in their innovative behavior. In addition, the results of the Mann-Whitney Test found that there were differences in the three variables at the grade level, majors and family location. Students from cities and lower grades have a better learning environment; Science majors, and lower grade students have more active classroom participation; Boys, younger students, science majors, and urban students have better innovative behaviors. In addition, correlation analysis indicates a highly significant correlation between these three variables.

To observe the impact of the ARCS motivation model on students' learning motivation and academic performance in high school biology teaching, this study selected students from two parallel classes with similar learning motivation and academic performance as the research subjects, integrated the ARCS motivation model into the "Genetics and Evolution" course of compulsory biology in high school, and carried out a one-semester teaching practice. After the practice of the ARCS teaching model ended, a before-and-after comparison was made on the basic situation, academic performance and learning motivation level of the students in the two classes. The results showed that integrating the ARCS motivation model into the compulsory biology course in high school could significantly improve the students' academic performance and learning motivation level. The research indicates that compared with the traditional teaching mode, the ARCS motivation model is more conducive to enhancing students' classroom participation, stimulating students' learning motivation, improving students' learning efficiency, and thus enhancing students' academic level.

The accelerated advancement of information and communication technologies has profoundly transformed educational paradigms across the globe, fostering the emergence of innovative teaching and learning methodologies. Among these, SMART education and visual approaches stand out as responses to the evolving needs of the contemporary information society. This article explores the synergistic interplay between visual methodologies and SMART education, focusing on their conceptual foundations, practical implementations, benefits, limitations, and prospective development paths. The study aims to investigate the reciprocal influence of visual strategies and SMART education within the framework of an information-driven society. Key research inquiries address the educational impact of visual approaches, the implementation of SMART learning environments, and the rationale for their integrated application. To address these objectives, the study employed theoretical research methods, including analysis and synthesis, abstraction, generalization, systematization, and comparative analysis. Findings reveal that the effective integration of visual approaches and SMART education is grounded in several essential principles: multimedia visualization as a technological backbone of SMART learning spaces; the interactivity and adaptability of digital tools that support personalized learning pathways and foster learner engagement; cognitive scaffolding through visual clarity, associative links, and multimodal information delivery; and the prioritization of digital competence development as a core educational outcome. The analysis confirms that the convergence of visual approaches and SMART education holds both pragmatic and strategic significance. It opens new avenues for further exploration in areas such as pedagogical design, user interface ergonomics, visual literacy, and the ethical dimensions of digital learning environments.

Grounded in the theory of multi-modal discourse analysis, this paper conducts an in-depth exploration of the current challenges encountered in college English smart teaching. Leveraging the online smart teaching platform, it maximizes the exploitation and utilization of multi-modal teaching resources, seamlessly integrates multidisciplinary knowledge, and actively pursues the online and offline integration of the college English smart teaching system. Initiating from the four dimensions of smart teaching environment creation, teaching mode construction, teaching method innovation, and teaching evaluation enhancement, a comprehensive and systematic overall design for college English multi-modal smart teaching will be executed. The aim is to fully propel the profound integration of information technology and college English teaching, break through the crucial bottlenecks in the implementation of “Internet + Education”, enhance the quality and effectiveness of college English teaching in an all-round and multi-level manner, furnish potent theoretical support and practical exemplars for the reform and development of college English teaching, and contribute to the realization of the talent cultivation objectives in higher education.

The research areas of physical participation (participatory discussions, sports and outdoor activities, collaborative activities) and leadership (self-confidence, communication skills, intelligence, cooperation and teamwork, decision-making skills, value formation) provide the basis for improving students' Learning efficiency and autonomy. They deepen student engagement in participatory discussions, physical and outdoor activities, and collaborative activities and increase the effectiveness of student leadership development. These areas have improved the academic standards of Nanyang middle school students, contributed to teaching input, and helped students develop classroom participation and leadership skills. This study randomly selected 568 students and analyzed the data collected using a descriptive correlational design and Statistical Package for Social Sciences (SPSS). Research results show that improving the level of participatory discussions, sports and outdoor activities, and collaborative activities can effectively promote the improvement of students' leadership levels, including self-confidence, communication skills, intelligence, cooperation and team spirit, decision-making skills, values, etc. formation, ultimately improving students’ academic performance. In order to better cultivate students' sports participation ability and leadership thinking ability, teachers must take relevant measures in teaching. For example, strengthen the cultivation of leadership skills of middle school students, focus on curriculum design, improve students' participation in physical education classes, optimize physical education courses, design rich sports projects, implement intervention projects, and improve the quality of middle school students. Leadership skills and participation levels in physical education classes are critical. Students need independent learning and leadership skills to increase their level of classroom participation. Ultimately, these strategies help students develop leadership skills, broaden their horizons, and become confident, adaptable thinkers.

The effects of Good Man Culture on university students' conduct and grades in China are the focus of this research. Using the Confucian principles of kindness, justice, propriety, wisdom, and fidelity as a framework, the study investigates how many aspects of students' behavior and academic performance are impacted by their adherence to these cultural standards. Using a quantitative technique, data is gathered from 500 undergraduate students in China, representing a variety of majors and universities. Participants' strong devotion to Good Man Culture is supported by the findings, which show that cultural values are significantly correlated with academic honesty, interpersonal relationships, and classroom participation. Higher levels of adherence to Good Man Culture are associated with higher GPA scores, which in turn indicate greater academic success for students. Cultural values may have a different impact on various student demographics, according to subgroup analysis. There ought to be culturally sensitive educational policy and practice in Chinese institutions since this study shows how cultural values affect student behavior and academic results.

The research studied the effectiveness of the digital passion project activity for developing oral presentation skills of undergraduate students learning English as a foreign language in online education in emergencies. Considering the basic intervention principles suggested by psychologists for students affected by disasters and mass violence circumstances, the researchers conducted a quasi-experiment exploiting the recognized potential of the passion project to build a positive emotional environment and encourage more efficient learning. The findings revealed that experimental group students outperformed control group students in the four out of five aspects of the rubric applied (content, coherence and cohesion, vocabulary richness and adequacy, and grammatical correctness). The results can be attributed to the observed increased creativity, inquisitiveness, engagement in learning, and self-efficacy as well as to the project marketplace method applied at the initial stage. The passionate involvement in the project was proved by the survey administered to check student’s level of passion during the work on the passion project.

This research is motivated by the low reading comprehension of English among grade IV elementary school students and the need for interactive teaching materials that not only improve academic ability, but also students' character. This study aims to develop and test the effectiveness of interactive teaching materials based on character education to improve students' reading comprehension. The research uses the Research and Development (R&D) method with the research subject of grade IV elementary school students. The instruments used include observation sheets, expert assessments of the content and structure of teaching materials, and questionnaires to get feedback from teachers and students. Data was collected through classroom observations, expert assessments, and interviews. The data was analyzed using descriptive analysis to determine the effectiveness of teaching materials. The results of the study show that interactive teaching materials, consisting of digital games, stories, and quizzes, can significantly improve students' reading comprehension and increase their learning engagement. In addition, the integration of character education in this teaching material promotes positive attitudes and behaviors in students. The implication of this study is that character education-based interactive teaching materials are effective in improving reading skills, and need to be applied to other subjects with continuous teacher training for optimal results.