Browsing by Author "Singh, Ruchi"

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    An Empirical Study on Investigating Engagement and Integrity Monitoring in Online Education Systems Using Deep Learning Models
    (Department of Computer Science & Engineering, NITS, 2025-12-03) Singh, Ruchi
    Online learning has transformed education in ways that benefit both students and teachers. The biggest advantage of online learning is its flexibility. Students can study at their own pace. Unlike traditional classes that require everyone to be in the same place at the same time, online learning adapts to people’s real-world schedules. Online education is often much cheaper than traditional classroom learning. Though the rapid shift of online education has provided various advantages to the teacher and student, there are certain challenges related to student engagement, academic integrity, and be havioral monitoring during online classes/ examinations. State-of-the-art models are mostly complex, computationally intensive, and infeasible to implement in real-time. Moreover, there are very few approaches that provide a comprehensive analysis of student behavior throughout the examination process. Traditional proctoring systems, on the other hand, rely primarily on manual observation or rule-based mechanisms, which tend to be intrusive, inefficient, and constrained in terms of accuracy and scalability. To address these challenges, this thesis proposes an intelligent, comprehensive frame work that utilizes deep learning and multi-modal data analysis to ensure integrity while also assessing student behavior and engagement levels in real time. Firstly, a multi modal student engagement detection system is proposed that integrates a lightweight deep learning model with lip movement detection to recognize the facial emotion ex pressions and active speaker detection. The deep learning model developed in this process is designed with fewer parameters, making it computationally efficient while maintaining high accuracy. The effectiveness of the multi-modal system has been vali dated using benchmark datasets such as FER-2013, JAFFE, KDEF, and RAF-DB for facial emotion and online videos for active speaker detection. Performances have also demonstrated reliable performance, thereby supporting a more comprehensive assess ment of student engagement. To understand the students’ behavior during online education, a behavioral analy sis model is proposed that combines multiple behavioral cues. It incorporates facial expressions, head pose, object detection, and lip movement to detect patterns that signify focus, hesitation, distraction, or potential malpractice during online exams. In addition, Keyframe extraction is introduced to reduce the computational load and to enhance the performance of the deep learning model to be lightweight on facial emotion recognition. The pre-trained deep learning models are used to analyze other behavioral activities such as head pose, lip movement, and object detection. The effectiveness of the behavioral model has been evaluated using benchmark and online video recordings to enable real-time performance without compromising accuracy. A teacher’s dash board developed in this process aggregates and visualizes the analyzed data, offering actionable insights into student behavior, engagement levels, and integrity violations for the teacher’s reference. Finally, to maintain online exam integrity, an intelligent proctoring model is proposed, which provides a friendly environment for students and proctors. It combines academic misconduct, stress detection, and enabling an adaptive monitoring proctor interface in a single intelligent system to create a balance between integrity, fairness, and student well-being. The proposed model will perceive academic misconduct activity and other normal activities, such as writing the exam, being distracted by looking somewhere, etc. Specifically, it includes designing and implementing a deep learning model capable of real-time monitoring of student activity and facial expression. In addition, in this work, the analysis of facial expressions is used to propose an innovative approach to identifying student stress levels, and when they are highly stressed, the system will give motivational feedback to improve concentration and performance. The proposed model has been evaluated using real-time data from a student who was writing the online examination