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Irfan, Muhammad, Patel, Preeti and Hassan, Bilal (2024) From distraction to interaction: investigating learner engagement challenges in virtual classrooms. In: 12th International Conference on Frontiers of Intelligent Computing: Theory and Applications (FICTA-2024), 6-7 June 2024, London Metropolitan University, London (UK) / Online. (In Press)
Digital transformation in education, the associated advancements in technology and the global pandemic have led to an unprecedented acceleration of virtual learning and teaching, disrupting the educational environment irreversibly. COVID-19, in particular, necessitated a global and swift adaptation by all teaching institutions to virtual learning methods. For universities, the transition to online learning predominantly focused on migrating teaching content, leaving online pedagogy, social interactions and informal learning areas, largely unattended. Given that virtual classrooms are now used consistently in many educational settings, and given that there is a strong correlation between learner engagement and successful outcomes, the ability to effectively monitor, evaluate and modify that engagement is crucial. This paper investigates the current pedagogical and technological methods that have been proposed to enhance learner engagement. It identifies progress, opportunities, limitations and barriers that have been observed by researchers in this field through a systematic literature review from studies conducted between 2020 and 2024. Areas that have potential include hybrid combinations of human pose dynamics, facial and eye movement tracking; integrated with predictive modeling capabilities.
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