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On-Demand Lecture Watching System Using Various Actions of Student Characters to Maintain Concentration

Saizo Aoyagi, Ryoma Okazaki, Seishiro Hara, Fumiya Ikeda, Michiya Yamamoto

TL;DR

The paper tackles concentration decline in on-demand online lectures by introducing a naked-eye 3D classroom with multiple student avatars performing varied actions to simulate copresence. It compares two action modes—Stable Mode with predominantly positive actions and Dynamic Mode with action shifts around key segments—through a controlled study (n=50) measuring impression, notetaking, posture, and a 19-item mini-test. Findings show Stable Mode enhances notetaking and can improve performance on harder items, while Dynamic Mode reduces leaning back and maintains engagement, albeit with less focus on notetaking. The work demonstrates that orchestrating group actions in a CG classroom can sustain attention in on-demand education using accessible naked-eye 3D displays, with VR extensions suggested for deeper immersion.

Abstract

Since the COVID-19 pandemic, online lectures have spread rapidly and many students are satisfied with them. However, one challenge remains the loss of concentration due to the lack of students' copresence. Our previous work suggests that presenting 3D characters with appropriate actions has the potential to improve concentration in online lectures. Nevertheless, an effective combination of actions has not yet been identified. In this study, we developed a lecture watching system that presents a 3D virtual classroom using a naked-eye 3D display. The system includes student characters that show copresence with various actions such as nodding, notetaking, and sleeping. An evaluation experiment was conducted with two conditions; (1) student characters perform only positive actions and (2) both positive and negative actions. The results, analyzed using posture and notetaking behavior as key indicators, suggest that the system can help to maintain concentration when the student characters perform both positive and negative actions, rather than only positive ones. These findings provide promising strategies for maintaining student focus in on-demand lectures and contribute to the development of more effective online education systems.

On-Demand Lecture Watching System Using Various Actions of Student Characters to Maintain Concentration

TL;DR

The paper tackles concentration decline in on-demand online lectures by introducing a naked-eye 3D classroom with multiple student avatars performing varied actions to simulate copresence. It compares two action modes—Stable Mode with predominantly positive actions and Dynamic Mode with action shifts around key segments—through a controlled study (n=50) measuring impression, notetaking, posture, and a 19-item mini-test. Findings show Stable Mode enhances notetaking and can improve performance on harder items, while Dynamic Mode reduces leaning back and maintains engagement, albeit with less focus on notetaking. The work demonstrates that orchestrating group actions in a CG classroom can sustain attention in on-demand education using accessible naked-eye 3D displays, with VR extensions suggested for deeper immersion.

Abstract

Since the COVID-19 pandemic, online lectures have spread rapidly and many students are satisfied with them. However, one challenge remains the loss of concentration due to the lack of students' copresence. Our previous work suggests that presenting 3D characters with appropriate actions has the potential to improve concentration in online lectures. Nevertheless, an effective combination of actions has not yet been identified. In this study, we developed a lecture watching system that presents a 3D virtual classroom using a naked-eye 3D display. The system includes student characters that show copresence with various actions such as nodding, notetaking, and sleeping. An evaluation experiment was conducted with two conditions; (1) student characters perform only positive actions and (2) both positive and negative actions. The results, analyzed using posture and notetaking behavior as key indicators, suggest that the system can help to maintain concentration when the student characters perform both positive and negative actions, rather than only positive ones. These findings provide promising strategies for maintaining student focus in on-demand lectures and contribute to the development of more effective online education systems.
Paper Structure (25 sections, 17 figures)

This paper contains 25 sections, 17 figures.

Table of Contents

  1. Introduction
  2. Related Studies
  3. Copresence on Real and Online Classes
  4. Generation of Communication-Field
  5. XR for Online Education
  6. Approach of This Study
  7. Concept of the System
  8. Development of the System
  9. Overview of the System
  10. Action Modes of Student Characters
  11. Evaluation Experiment
  12. Evaluation item:
  13. Questionnaire of impression:
  14. Score of mini-test:
  15. Number of notes:
  16. ...and 10 more sections

Figures (17)

  • Figure 1: Concept of the system.
  • Figure 2: Lecture-watching system.
  • Figure 3: Explanatory diagram of the two action modes.
  • Figure 4: Student character seating chart.
  • Figure 5:
  • ...and 12 more figures