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• W3195945798 abstract "Dramatic advances in the design and deployment of sensors, edge communication and computing in recent years have enabled a significant shift and evolution in education. Pervasive learning in various learning environments, including face-to-face classrooms, online learning, virtual learning, and hybrid learning, is becoming our dominant learning paradigm for students who expect highly flexible and efficient options for studying at their own time, place, and pace. Especially, in our post-pandemic present, online learning will continue to gain in importance as a significant available and required learning component. This article provides a comprehensive review of the state-of-the-art systems and studies for assisting student learning and attempting to capture student attention and engagement in many different ways. It focuses on sensors and hardware, ranging from commercial multi-sensor eye-tracking devices to open-source, low-cost systems. We also explore and present system infrastructure, data features, data processing techniques, tools and software, and key technologies that are useful for enhancing many student learning environments. Additionally, the advantages, use cases, features, and limitations of different systems and techniques are explored and contrasted, where the results of our comparative analysis are summarized in tables for readers. This review article could assist both teachers and researchers to have a better understanding of current sensors, multi-sensor systems, and related technologies for capturing student attention and understanding their performance. It can also be applied to providing practical information for novel system design, promoting ongoing research studies, and fostering sensing and technology innovations for smart education." @default.
• W3195945798 created "2021-08-30" @default.
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• W3195945798 date "2021-10-15" @default.
• W3195945798 modified "2023-10-14" @default.
• W3195945798 title "Multi-Sensor Eye-Tracking Systems and Tools for Capturing Student Attention and Understanding Engagement in Learning: A Review" @default.
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• W3195945798 doi "https://doi.org/10.1109/jsen.2021.3105706" @default.
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