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  • Autonomous Monitoring with Facial Expression Recognition

    Autonomous Monitoring with Facial Expression Recognition

    and Gamification to Support Blended Learning Model

    Authors: Indra Kurniawan ; Yeffry Handoko Putra

    DOI: –

    Abstract:

    Blended learning model is a popular learning model and is trusted by many educational institutions in the world as a more effective model. However, it has several challenges and weaknesses, namely the lack of monitoring and assessment of learning activities during online sessions or asynchronous sessions. This study aims to build an autonomous monitoring system using facial expression recognition and gamification methods to support the learning process with a blended learning model. The result of this research is a design and implementation of an autonomous monitoring system that displays real-time monitoring reports with the concept of gamification. Real-time reports can be used by teachers as one of the assessment points for students. In addition, the applied gamification concept has motivated students to take the distance learning process seriously and quickly because they are competing to get points. © School of Engineering, Taylor’s University.

    Author Keywords:

    Autonomous monitoring; Facial expression recognition; Gamification

    This article can be accessed at https://www.scopus.com/pages/publications/85148345218?

  • Enhancing Interactive Media Design Using Cognitive Load Theory Approach: Integrating Artificial Intelligence (AI) Chatbot

    Enhancing Interactive Media Design Using Cognitive Load Theory Approach: Integrating Artificial Intelligence (AI) Chatbot

    Authors: Satwika Trianti Ngandoh, Riandi R, Adi Rahmat, Muslim M, Abdul Haris, Khaeruddin K, Angga Friyanto

    Abstract

    This research developed interactive media equipped with artificial intelligence (AI) chatbot features using the principles of cognitive load theory (CLT). The development method employed in this study consisted of several stages: analysis, design, development, and evaluation. The result of this development activity was an interactive medium that applied the principles of CLT and included a chatbot feature to assist students in learning adaptively and independently. The interactive medium was deemed feasible for use because the validation test results in the material aspect, language aspect, presentation aspect, and overall display aspect exhibited very good characteristics. Interactive media with AI chatbot features was expected to be an innovative solution for improving the quality of education and the student learning experience in the digital era. © School of Engineering, Taylor’s University.

    Keywords: AI chatbot; Cognitive load theory; Interactive media; Learning media; Multimedia

    This article can be accessed at https://www.scopus.com/pages/publications/105002420432