# Smart Classroom Monitoring Using Novel Real-Time Facial Expression Recognition System
## 4 Conclusions and Discussion  
This study explores the effects of facial expressions on classroom learning using a proposed deep learning based automatic emotion recognition system incorporating novel facial features. The facial expressions of happy, sad, satisfied, concentration, dissatisfied and fear were selected and novel facial features movements are introduced to correctly identify each facial expression. The group of 100 students from three universities (SBKWU, BUTEMS and UOB) and four departments (CS, CE, Education and IT) were selected for analysis of the effect of facial expressions on selected variables (department, lecture duration, gender, difficulty of subject and seating position). It has been observed that the facial expressions of students fluctuated throughout the lecture as shown in Figure 8 which indicates that the facial expressions were directly connected to the classroom learning.  
Moreover, each selected variable was analyzed against the facial expressions. The variable \"department\" had no significant effect on the facial expression of the students during classroom learning. The variable \"seating position\" showed a significant effect as the seating positions were divided into three groups front row, middle row and last row  
Figure 8: Changes in facial expression with respect to time.  
and the results of the study indicates that the students in the first row were more satisfied than the students sitting in the middle and last row. Similarly, the variable \"difficulty of subject\" showed a significant impact as the statistics indicate that subjects with higher difficulty level result in negative facial expressions of the students during learning. In order to analyze the results of the proposed emotion recognition system using facial expression the accuracy of the system was compared with the well-known commercial FERs Face ++, Face Reader, Emotient, Affectiva, MorphCast, Azure and with other existing FERs. Moreover, a senior psychologist evaluated the classroom and discussed his observations. He has suggested some points to improve the learning process such as adopting interactive teaching techniques which can improve learning for higher difficulty level subjects, that the time duration of the lecture should not be very long or that there should be a break during the long hours of lectures to refresh the minds of students and that improving the seating positions can also help improve the learning.  
Conceptualization, J.B.; methodology, S.F., S.U.B.; software, S.F., S.H.; validation, S.U.B., E.J.; formal analysis, M.U.C., S.F., S.M.; investigation, S.F., M.J., E.J.; data curation, S.F., S.H., S.M.; writing--original draft preparation, S.F.; writing--review and editing, J.B., S.U.B., M.U.C., Z.L.; visualization, S.F., S.U.B.; supervision, J.B.; project administration, M.J., Z.L. All authors have read and agreed to the published version of the manuscript.  
SGS Grant from VSB--the Technical University of Ostrava under grand number SP202/21.  
The office of research, innovation and communication's Ethics Research Committee at University of Balochistan approved the conduct of this study under letter No. RUB:/Estt/T-08;/498-10.  
Informed Consent Statement: Informed Consent was obtained from all subjects involved in this study.  
Data Availability Statement: Data will be made available when required.  
The authors declare no conflict of interest.