Abstract
In the era of COVID-19, online teaching has gradually become an indispensable part of the education systems in countries around the world and a major direction of research for educators. This emerging educational approach has both advantages and disadvantages. In the absence of observing students’ learning status and emotions, the assessment of students’ learning emotions as well as class efficiency have become a major challenge. This paper used Chinese international education class videos as the data source and adopted a semi-automatic method to construct a student emotion data-set, which can overcome the difficulty of insufficient class teaching video resources and fill the gap of student emotion data in international Chinese education online class. Also, this paper creatively used a segmentation method to research students’ emotions within each teaching behavior segment, which would provide a reference for future research on students’ emotion analysis and teaching behavior.
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Acknowledgment
This work was partly supported by Research on International Chinese Language Education of the Center for Language Education and Cooperation “Research on identification and influence of teaching methods of International Chinese Education based on classroom video” (No. 21YH11C), by New Liberal Arts Program of Ministry of Education (No. 2021180006), by New Engineering Program of Ministry of Education (No. E-SXWLHXLX 20202604), by the Cooperative Education Program of the Ministry of Education (NO. 202101110002), and by the Science Foundation of Beijing Language and Cultural University (supported by “the Fundamental Research Funds for the Central Universities”) (No. 22YJ080004).
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Li, J., Li, H., Zhu, L., Lin, C., Xiang, R. (2023). Video-Based Sentiment Analysis of International Chinese Education Online Class. In: Hong, W., Weng, Y. (eds) Computer Science and Education. ICCSE 2022. Communications in Computer and Information Science, vol 1813. Springer, Singapore. https://doi.org/10.1007/978-981-99-2449-3_21
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DOI: https://doi.org/10.1007/978-981-99-2449-3_21
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