Development of real-time engagement analytics to transform online learning experiences for 5-11 year olds

开发实时参与分析以改变 5-11 岁儿童的在线学习体验

• 批准号: 83797
• 金额: $ 12.73万
• 依托单位: LILHEADS LTD
• 依托单位国家: 英国
• 项目类别: Collaborative R&D
• 财政年份: 2020
• 资助国家: 英国
• 起止时间: 2020 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=83797
• 关键词: Development; real; time; engagement; analytics

COVID-19 has seen unprecedented disruption to classroom-based education. Globally, over 91% of students have seen their learning disrupted, with national school closures in the majority of countries. Consequently, teaching is moving online, at an untested and unmatched scale. Even as schools plan to reopen, blended learning, which integrates traditional face-to-face/classroom teaching with online educational materials, is expected to become a permanent fixture of education post-COVID-19\.While online learning provides a scalable and cost-effective way to deliver quality education remotely, research also shows that self-guided online learning is characterised by lower learner engagement and higher drop-out rates than traditional face-to-face education, including amongst primary school children (de\_la\_Varre\_et\_al\_2014).Student engagement has been shown to be a strong factor in academic success (Vytasek\_et\_al\_2020). Engaged students tend to be more enthusiastic, optimistic, curious, and interested (Hughes\_2012). They are able to focus more attention and energy on a task and demonstrate a higher degree of persistence when faced with more challenging tasks (Wang\_and\_Degol\_2014). Thus, student engagement is critical for successful learning (Appleton\_et\_al\_2008).Concerningly, a recent survey of engagement during the UK national schools' closure found that about 29% of primary school children were not engaging with set work at all (NFER\_2020). In addition, pupil engagement with remote learning was lower in schools with the highest levels of deprivation (NFER\_2020). The Department for Education released £100M+ funding for remote learning to increase access to digital devices and 4G; however, pupils also require effective remote learning support including explicit guidance on how to manage their own learning and work independently (NFER\_2020).Today, the rise of mobile technology and online learning provides an unparalleled opportunity to integrate real-time engagement analytics and provide adaptive learning based on personalised content, resource recommendations, and performance monitoring.lilheads is a London-based micro-SME founded in September 2019 by serial entrepreneurs Ian Mihajlovic and Meir Biton. With Innovate UK support, we will develop an innovative real-time engagement analytics tool to transform online learning for primary school children. The majority of UK children own a smartphone by the age of ten (Ofcom\_2020). Below the age of 10, children are most likely to use a tablet to access the internet (Ofcom\_2020). Our unique and innovative tablet/smartphone-based solution scores learner engagement and will provide real-time personalised/adaptive learning based on emotion analytics.Our project will deliver on the triple bottom line of three Ps: People, Planet, and Profit:1. **People.** Our mission is to deliver a personalised tutor for every child. By delivering scalable personalised learning via a tablet/smartphone, we will improve quality education for all, including children from disadvantaged backgrounds.2. **Planet.** Quality education is key to sustainable development. Remote learning can reduce travel-related carbon emissions, mitigating climate change.3. **Profit.** Working with leading British and European educational publishers, our engagement analytics tool will be a value-added tool for adaptive learning, supporting digital educational publishers to 'build back better' post-COVID-19\.By delivering scalable personalised remote learning for 5-11 year olds, we will increase resilience in the primary education sector in the face of future global disruption.

COVID-19对课堂教育造成了前所未有的破坏。在全球范围内，超过91%的学生的学习中断，大多数国家的学校关闭。因此，教学正在以未经测试和无与伦比的规模在线进行。即使学校计划重新开放，混合学习，将传统的面对面/课堂教学与在线教育材料相结合，预计将成为COVID-19后教育的永久固定装置。虽然在线学习提供了一种可扩展且具有成本效益的远程提供优质教育的方式，研究还表明，与传统的面对面教育相比，自我指导的在线学习的特点是学习者参与度较低，辍学率较高，包括小学生（de\_la\_Vet\_al\_2014）。学生参与已被证明是学业成功的重要因素（Vytasek\_et\_al\_2020）。高年级学生往往更热情，乐观，好奇，感兴趣（Hughes\_2012）。他们能够将更多的注意力和精力集中在一项任务上，并在面对更具挑战性的任务时表现出更高的毅力（Wang和Degol，2014）。因此，学生的参与对于成功学习至关重要（Appleton\_et\_al\_2008）。令人担忧的是，最近一项关于英国国立学校关闭期间参与情况的调查发现，约29%的小学生根本没有参与固定工作（NFER\_2020）。此外，在贫困程度最高的学校，学生参与远程学习的程度较低（NFER\_2020）。教育部为远程学习提供了1亿多英镑的资金，以增加对数字设备和4G的访问;然而，学生还需要有效的远程学习支持，包括明确指导如何管理自己的学习和独立工作（NFER\_2020）.今天，移动的技术和在线学习的兴起为整合真实的-lilheads是一家总部位于伦敦的微型中小企业，由连续企业家Ian Mihajlovic和Meir Biton于2019年9月创立。在Innovate UK的支持下，我们将开发一种创新的实时参与分析工具，以改变小学生的在线学习。大多数英国儿童在10岁之前拥有智能手机（Ofcom\_2020）。10岁以下的儿童最有可能使用平板电脑访问互联网（Ofcom\_2020）。我们独特创新的基于平板电脑/智能手机的解决方案可为学习者的参与度打分，并将提供基于情绪分析的实时个性化/自适应学习。我们的项目将实现三个P的三重底线：人，地球和利润：1. ** 人们 **我们的使命是为每个孩子提供个性化的家教。通过平板电脑/智能手机提供可扩展的个性化学习，我们将提高所有人的教育质量，包括来自弱势背景的儿童。** 星球 **优质教育是可持续发展的关键。远程学习可以减少与旅行相关的碳排放，减缓气候变化。** 利润 **通过与英国和欧洲领先的教育出版商合作，我们的互动分析工具将成为适应性学习的增值工具，支持数字教育出版商在COVID-19后“重建得更好”。通过为5-11岁的奥尔兹提供可扩展的个性化远程学习，我们将提高小学教育行业面对未来全球破坏的弹性。