# Improving the Effect of English Classroom Teaching Based on the Real-Time Supervision of College Students

Authors: Wenjing Deng; Bo Jiang
Journal: Advances in Multimedia
 (2022)

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## Abstract

This paper proposes a method to improve the effect of English classroom teaching based on the real-time monitoring of college students’ status. Education informatization reinsert teaching evaluation and teaching management methods, use the new generation of information technology to track the entire process of monitoring and teaching, and carry out academic analysis and learning diagnosis, to pay attention to knowledge teaching to more emphasis on the cultivation of ability quality. Behavior analysis can identify students’ classroom behavior in real time to track changes in the state of students. We herein count the classroom status of students and formulate quantitative guidelines and analyze the sequence diagram of each classmate’s class behavior state and statistics from the time and duration of various classroom behaviors in classmates. Each student’s listening quality is scored, and the visual methods such as sequential maps and distributed cake maps are used in class behavior to enable students to understand their own quality of the lesson. By analyzing the laws of student class behavior status distribution, we provide a data-driven mechanism for teacher classroom teaching quality evaluation and teaching method improvement.


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## Body

## 1. Introduction

Since entering the new century, the Chinese government has strengthened the construction of education informatization. The “Outline of the National Medium- and Long-term Education Reform and Development Plan (2010-2020)” emphasized that “information technology has revolutionary impact on the development of education and must pay great attention to it.” (2011-2020) and the “Thirteenth Five-Year Plan” of Education Informatization, which clarifies the action program and roadmap of education informatization and proposes the core concept and application driver and application driver and application of in-depth integration of information technology and education and teaching [1–5]. The “Fourteenth Five-Year Plan” National Informatization Plan also clearly proposes “accelerating education informatization, supporting lifelong digital education, and supporting the high-quality development of my country’s education with informatization.”The goals of education informatization need to further explore new teaching models based on information technology, strengthen research on the laws of learning and learning behavior, cultivate the habits of digital education and learning of teachers and students, and implement new teaching organizations that are teaching and personalized learning according to their aptitude and personalized learning. Smart education information can reshape the teaching evaluation and teaching management methods, use the new generation of information technology, track the entire process of monitoring and teaching, carry out academic analysis and learning diagnosis, accurately evaluate the teaching and learning effects, and change the “single” evaluation of the result-oriented “single” evaluation. The “multi-dimensional” evaluation is transformed from only focusing on knowledge teaching to more attention and quality training.As the key carrier and application scenarios of education informatization, the smart classroom has been widely studied and promoted. The construction ideas of smart classrooms can be roughly divided into two categories. One is to realize the wisdom of the classroom from a technical perspective, emphasize the application of emerging technologies such as artificial intelligence and big data, and emphasize the collection and analysis of classroom teaching behavior data; the other is another. The class is the wisdom of learning from the perspective of teaching. It emphasizes the integration of various resources, provides a variety of teaching tools, and flexibly uses technology to support the learning process and enhance the learning effect.Most of the traditional classroom attendance methods and students’ listening status evaluation methods are manual observation monitoring videos, questionnaire survey methods, etc. There is certain lagging, low efficiency, high error rate, and time-consuming and laborious. Learning status is also inconvenient to analyze and use data. The interaction activity of teachers and students in the classroom has become an important indicator of evaluation of the quality of the classroom [1]. Teachers’ teaching effects can be indirectly evaluated through behavioral patterns such as student classroom attention and student class rising rates [2].Artificial intelligence technology has been familiar with the people from the past strangeness to the present and more and more participation in people’s daily life. Artificial intelligence technology is integrated into all aspects of life practice. Among them, deep learning [3] is represented by deep learning [3], giving human life to human life and to bring great convenience. In 2012, Alexnet neural network came out, winning the championship in various images [4] object classification and recognition competitions. Since then, in the field of computer vision and the rapid development of machine vision, the important application scenario is video surveillance in various scenarios [5]. In the natural environment of the agricultural orchard, through confirmation of the feature points, the development of citrus robots is integrated to achieve automatic recognition and positioning of citrus and automatic picking function [6]; in the field of navigation, deep learning technology realizes the ship’s visual system sea. A variety of empty object recognition and designated target tracking [7], during sailing, searched the ship’s field environment through monitoring, so that the staff can make effective measures to the emergencies, forming a ship that monitors sea and air targets in real time monitoring to identify and track the system. There are many similar artificial intelligence-related technical research in life. In this context, the application of AI and deep learning technology to high-efficiency classrooms, identifying students’ classroom behavior, and formulating quantitative evaluation students and teachers’ classroom effects are important needs in the new era college classrooms.Domestic research on classroom teaching is about 2012, but most of the relevant research pays attention to students’ learning methods and efficiency in the classroom, focusing on the research of theoretical methods in the field of education, rather than emerging methods such as image processing and expression recognition. In 2016, Sun [2] used face detection technology to study the concentration of elementary school students in the classroom. She calculated based on the test results of the face detection system detected by the face detection system. The number of elementary school students who look at the classrooms in the classroom analyzes classroom attention and classroom performance of elementary school students at all grades and levels.This algorithm mainly analyzes the area of both eyes and noses in the face, by constructing a triangle and converting it into a two-dimensional plane structure and optimizing the Adaboost algorithm to study the positioning of the human eye and the tension on this basis, the concentration test judgment in the classroom of students.Most of the methods mentioned above are used to judge students’ classroom behavior with traditional machine learning methods [8–10]. Most of them rely on artificial extraction characteristics. The adaptability and generalization ability are poor, and the accuracy is not high.The advantages are used to classify and score the emotions in MTCNN classroom teaching evaluation. At the same time, after comparing a variety of different deep learning algorithms, an improved algorithm based on a variety of deep learning algorithms is proposed. It is a multitasking level method through convolutional neural networks. However, due to its two-stage MTCNN multitask-level joint neural network, the detection speed is poor than the end-to-end single-stage algorithm, which cannot achieve the purpose of real-time detection.From the current point of view, the method of analyzing students’ classroom attention is no longer limited to traditional methods, and more and more widely study advanced algorithms and technologies based on deep learning and artificial intelligence [11–16]. A large number of experiments and testing algorithms are studying students’ classrooms, and learning behavior provides theoretical knowledge and technical support.We herein study noninvasion visual perception. Through real-time identification of students’ classroom behaviors, tracking changes in students, statistical students’ different behaviors of classroom behaviors, and building a valid classroom teaching evaluation system can effectively grasp students ‘classroom attention and formulate personality for students’ personality classification correction strategy of classroom behavior. At the same time, by analyzing the laws of student class behavior status distribution, it provides a data-driven mechanism for teacher classroom teaching quality evaluation and teaching method improvement.


## 2. Methods and Analysis

Herein, all the students’ classroom status in the classroom includes the use of the DeepSort algorithm to track the students’ multiple goals. According to the analysis of students’ dynamic status according to the scope of the scope of trajectory activity, the students are specifically determined that the students “stand,” “sit,” “Go,” and output the position coordinates of each student at the same time; then input to the position coordinate of the students who identify as “sitting” to the improved YOLOV4 target detection network, to analyze the “sitting” students “Rise (Listening to Lecture),” “Mobilephone (playing mobile phone),” “SIDE,” “BOW (Bowing Overgas),” and “Book (Reading a Book)”; finally, all kinds after returning to the classroom scores of the student, the principle of scores of the Shandong college entrance examination is brought to the final score of the student class in the classroom, and the teacher’s teaching effect is assisted according to the head of the class.


### 2.1. Statistical Student Status

Dynamic identification of students in the classroom judges students’ dynamic behavior based on the scope of student activities [13, 14]. In the field of multitarget tracking, the DeepSort algorithm has completed the tracking tasks in various scenarios, enter the tracking target of each frame of the image into the Kalman filter and Hungary algorithm, and match the detection box with the prediction box. Correctly track the target output identity ID. At the same time, combined with the scope of dynamic behavior in the students in the third chapter, the students are finally determined to “stand,” “sit,” “walk,” and at the same time output the central point coordinates of each ID.In a total of 4250 frames of video, DeepSort detected eight students in the classroom, the central point coordinates of the 135 frame ID0 were (1775.0, 450.5), and the central point coordinates of the 136 frame ID0 were (1775.0, 450.5); from the value, the position coordinates of the classmates are not much changed from the values, so the class behavior status of ID0 classmates is “sitting.”It can be seen from Figures1 and 2 that the scope of the classmates in the upper left corner exceeds the change of the setting state of the setting state, so the identification status is “STAND.” The scope of other classmates is within the scope of the “sitting” state, i.e., Δx<1/2wandΔy<1/2h, so the identification status is “Sit.”Figure 1
Initial location of each student.Figure 2
Determine the results of students’ classroom dynamic behavior.Students who are “sitting” in the previous section output the central coordinates and coordinates of the bounding box in the upper right corner to determine the position of the students in the picture and enter the trained Yolov4 network with the same frame in the same frame. Static analysis, identification results are shown in Figure3.Figure 3
Student static recognition results.


### 2.2. Quantitative Evaluation Student Classroom Attention

We analyzed the sequence diagram of each student’s classroom behavior state, counted the time and duration of various classroom behaviors of students, explored the establishment of evaluation criteria for students’ classroom attention on this basis, and scored the quality of each student in each class. In the classroom status of the class, the visual methods such as sequential maps and distributed cake maps allow students to understand their own quality of listening and urge themselves to improve the state of listening.After playing mobile phones for a long time in the course of listening, students briefly look up to observe the position of the teacher or look up at the blackboard. Although it is recognized as “RISE (Listening to Lecture),” its classroom attention is still not concentrated. Calculate the true effective learning duration of students. The specific methods are as follows.Step 1.
Real effective time for getting up, reading, side face, and playing mobile phones.First of all, considering the continuous frequency and duration of the action, setting up the “Rise (Listening to Listening)” action is the shortest time, so as to distinguish between lingering and other actions: if the duration of the head-up action is more than 30 s, it is considered to be effective. The classmate will be again. Listen to the truth; if the duration is less than 30 s: if the subsequent action is read, it is considered that the head is valid. In the subsequent action, the preface of the student’s class behavior is corrected accordingly.Second, for the cover situation, if the “bow (low head cover)” is less than or equal to 5 minutes, and the “Rise (raised listening)” time for the entire lesson is more than 20 minutes; then, the “BOW (low head cover)” period is calculated as “BOOK (Reading a book)” time; otherwise, it will be calculated as “Mobilephone (playing mobile phone).”Step 2.
Give all state weights to get initial classroom attention scores. Because primary goal of the class is “RISE (Listening to Lecture),” “Book (Below Reading Books)” secondary, both are classroom-related actions, which gives the two weights of 0.6, 0.3, and “SIDE.” It may have nothing to do with classmates to discuss issues, so the weight is given 0.1, and “Mobilephone (playing mobile phone)” is to have nothing to do with the classroom and give weights 0. Based on this, the preliminary quantitative formula for students’ classroom attention 1:(1)s0=0.6×trise+0.3×tbook+0.1×tsidetrise+tbook+tside+tmobilephone×100.Step 3.
In order to allow the classmates in the class to continue and comply with Gaussian laws, according to the principle of grading of the Shandong college entrance examination calculate the students’ classroom attention score. First of all, the scope of the class of middle school students is divided into 8 levels in accordance with the scope of the student ratio of Table1.Table 1
Shandong grade scheme division conversion corresponding table.
LevelAB+BC+CD+DERatio3%7%16%24%24%16%7%3%Score ranges91-10081-9071-8061-7051-6041-5031-4021-30Each level divided into the student scores according to each level is calculated according to the following formula.(2)s0=s2−s0s1−s0=t2−t0t1−t0.Among them, the S1 and S2 indicate the lower and upper limit of the student classroom interval of the corresponding student class in the classroom; T1 and T2, respectively, represent the lower limit and upper limit of the level division partitions of the level. Powerful; T0 represents the final equation of the student in the corresponding level. Finally, T0 and Table2 obtain the classroom attention level of students in this section.Table 2
Student classroom attention level.
Quantitative score of attention85-10075-8560-750-60Evaluation levelOutstandingGoodMediumPoor


### 2.3. Student Classroom Attention Evaluation Results

Select the experimental classroom student classroom monitoring video for 45 minutes to analyze the status of one of the students. The statistical results of this research algorithm for student class behavior identification are shown in Figure4(a). Among them, the category of “RISE (Listening to Listening)” in this section of the student has a total of 1084s, less than 20 minutes. According to the quantitative rules formulated previously, the time of the “BOW (low head cover)” shall be divided into “Mobilephone (play In the category of mobile phones)”; at the same time, the “Rise (Raise Listening)” before 2000 s is often greater than 30 s, but the seventh paragraph “Rise (Raise Listening to Lecture)” is less than 30 s, and then the student “Mobilephone (playing mobile phone).” Therefore, the seventh paragraph “Rise (looking up)” is divided into the “Mobilephone” category, and the modified timing chart is shown in Figure 4(b).Figure 4
The preface of the student class behavior before and after the correction.
(a)(b)According to the statistical results, the effective time of the four categories of “RISE (Rising Listen),” “Book (Bowing Reading Books),” “SIDE,” and “Mobilephone” are 1052 s, 198 s, 61 s, and 1389 s, respectively. According to formula (1), the initial score s0=25.80 points is the top 82% of the class’s class in this class. Query Table 1 knows that the student is D+ level, s1=20.6, s2=41.9, t1=41, and t2=50. According to the formula (2), the student’s classroom attention evaluation was finally scored 43.19, and the attention evaluation was poor.At the same time, the artificial observation method is used to count the behavior status of this class. As a result, for example, in Table3, the duration of various states shown in the manual observation method calculates the initial score s0=25.75, and the classroom attention evaluation is finally scored 43.56, so the evaluation is poor. The results of this research algorithm are the same, so this research algorithm has good reliability.Table 3
Comparison results of the two methods.
RiseBookSideMobile phoneQuantitative scoreGrade evaluationThis research algorithm105119760138843.18PoorArtificial observation method104521455139643.54PoorIn order to verify the rationality of the students’ classroom attention criteria proposed in this study, the student’s class monitoring video of this class to five unrelated students is used and evaluate its classroom attention. The results are “poor,” “middle,” “poor,” “poor,” and “poor.” The overall conclusion is that the students’ classrooms in this section are “poor,” which is consistent with the evaluation results of the quantitative criteria proposed in this study. At the same time, the final score difference obtained by calculating the two methods is 0.034, which proves that the quantitative criteria proposed in this study can correctly evaluate students’ classroom attention performance.


### 2.4. Quantitative Evaluation of Teacher Teaching Effect in Class

Students’ head-up rate is an important indicator for evaluating the effect of teaching teachers. Because the frequency of students from looking up and bowing heads is not high, this quantitative standard is calculated to calculate the class rising rate once a minute, and the average value of all rising rates is calculated after the curriculum. The heading rate ×100 is the score of this evaluation index. At the same time, teachers ask students in the classroom and encourage students to go to the blackboard to do questions. It can also reflect the interaction and activity of this lesson. Every time I ask the students to add 2 points at a time, each encourage students to last a blackboard with 5 points. The score of the header and interaction rate index is added to the teacher’s score for this section. In the end, the teacher teaching effect level is given by Table4.Table 4
Teacher’s teaching effect quantification table.
Rise rate (%)75-10050-7525-500-25Evaluation levelOutstandingGoodMediumPoorTeacher classroom teaching effect quantification evaluation results. Identify the status of a 45-minute middle school student in a lesson in the experimental class. Statistics the number of students from the head per minute. Based on the statistical results, the rising rate of this lesson is 51.4%. Nothing, according to the quantitative standardization level of Table4, all are “good.”We counted the classroom status of students and formulate quantitative guidelines, analyze the sequence diagram of each classmate’s class behavior state, and statistics from the time and duration of various classroom behaviors in classmates. Each student’s listening quality is scored, and the visual methods such as sequential maps and distributed cake maps are used in class behavior to enable students to understand their own quality of the lesson.


## 2.1. Statistical Student Status

Dynamic identification of students in the classroom judges students’ dynamic behavior based on the scope of student activities [13, 14]. In the field of multitarget tracking, the DeepSort algorithm has completed the tracking tasks in various scenarios, enter the tracking target of each frame of the image into the Kalman filter and Hungary algorithm, and match the detection box with the prediction box. Correctly track the target output identity ID. At the same time, combined with the scope of dynamic behavior in the students in the third chapter, the students are finally determined to “stand,” “sit,” “walk,” and at the same time output the central point coordinates of each ID.In a total of 4250 frames of video, DeepSort detected eight students in the classroom, the central point coordinates of the 135 frame ID0 were (1775.0, 450.5), and the central point coordinates of the 136 frame ID0 were (1775.0, 450.5); from the value, the position coordinates of the classmates are not much changed from the values, so the class behavior status of ID0 classmates is “sitting.”It can be seen from Figures1 and 2 that the scope of the classmates in the upper left corner exceeds the change of the setting state of the setting state, so the identification status is “STAND.” The scope of other classmates is within the scope of the “sitting” state, i.e., Δx<1/2wandΔy<1/2h, so the identification status is “Sit.”Figure 1
Initial location of each student.Figure 2
Determine the results of students’ classroom dynamic behavior.Students who are “sitting” in the previous section output the central coordinates and coordinates of the bounding box in the upper right corner to determine the position of the students in the picture and enter the trained Yolov4 network with the same frame in the same frame. Static analysis, identification results are shown in Figure3.Figure 3
Student static recognition results.


## 2.2. Quantitative Evaluation Student Classroom Attention

We analyzed the sequence diagram of each student’s classroom behavior state, counted the time and duration of various classroom behaviors of students, explored the establishment of evaluation criteria for students’ classroom attention on this basis, and scored the quality of each student in each class. In the classroom status of the class, the visual methods such as sequential maps and distributed cake maps allow students to understand their own quality of listening and urge themselves to improve the state of listening.After playing mobile phones for a long time in the course of listening, students briefly look up to observe the position of the teacher or look up at the blackboard. Although it is recognized as “RISE (Listening to Lecture),” its classroom attention is still not concentrated. Calculate the true effective learning duration of students. The specific methods are as follows.Step 1.
Real effective time for getting up, reading, side face, and playing mobile phones.First of all, considering the continuous frequency and duration of the action, setting up the “Rise (Listening to Listening)” action is the shortest time, so as to distinguish between lingering and other actions: if the duration of the head-up action is more than 30 s, it is considered to be effective. The classmate will be again. Listen to the truth; if the duration is less than 30 s: if the subsequent action is read, it is considered that the head is valid. In the subsequent action, the preface of the student’s class behavior is corrected accordingly.Second, for the cover situation, if the “bow (low head cover)” is less than or equal to 5 minutes, and the “Rise (raised listening)” time for the entire lesson is more than 20 minutes; then, the “BOW (low head cover)” period is calculated as “BOOK (Reading a book)” time; otherwise, it will be calculated as “Mobilephone (playing mobile phone).”Step 2.
Give all state weights to get initial classroom attention scores. Because primary goal of the class is “RISE (Listening to Lecture),” “Book (Below Reading Books)” secondary, both are classroom-related actions, which gives the two weights of 0.6, 0.3, and “SIDE.” It may have nothing to do with classmates to discuss issues, so the weight is given 0.1, and “Mobilephone (playing mobile phone)” is to have nothing to do with the classroom and give weights 0. Based on this, the preliminary quantitative formula for students’ classroom attention 1:(1)s0=0.6×trise+0.3×tbook+0.1×tsidetrise+tbook+tside+tmobilephone×100.Step 3.
In order to allow the classmates in the class to continue and comply with Gaussian laws, according to the principle of grading of the Shandong college entrance examination calculate the students’ classroom attention score. First of all, the scope of the class of middle school students is divided into 8 levels in accordance with the scope of the student ratio of Table1.Table 1
Shandong grade scheme division conversion corresponding table.
LevelAB+BC+CD+DERatio3%7%16%24%24%16%7%3%Score ranges91-10081-9071-8061-7051-6041-5031-4021-30Each level divided into the student scores according to each level is calculated according to the following formula.(2)s0=s2−s0s1−s0=t2−t0t1−t0.Among them, the S1 and S2 indicate the lower and upper limit of the student classroom interval of the corresponding student class in the classroom; T1 and T2, respectively, represent the lower limit and upper limit of the level division partitions of the level. Powerful; T0 represents the final equation of the student in the corresponding level. Finally, T0 and Table2 obtain the classroom attention level of students in this section.Table 2
Student classroom attention level.
Quantitative score of attention85-10075-8560-750-60Evaluation levelOutstandingGoodMediumPoor


## 2.3. Student Classroom Attention Evaluation Results

Select the experimental classroom student classroom monitoring video for 45 minutes to analyze the status of one of the students. The statistical results of this research algorithm for student class behavior identification are shown in Figure4(a). Among them, the category of “RISE (Listening to Listening)” in this section of the student has a total of 1084s, less than 20 minutes. According to the quantitative rules formulated previously, the time of the “BOW (low head cover)” shall be divided into “Mobilephone (play In the category of mobile phones)”; at the same time, the “Rise (Raise Listening)” before 2000 s is often greater than 30 s, but the seventh paragraph “Rise (Raise Listening to Lecture)” is less than 30 s, and then the student “Mobilephone (playing mobile phone).” Therefore, the seventh paragraph “Rise (looking up)” is divided into the “Mobilephone” category, and the modified timing chart is shown in Figure 4(b).Figure 4
The preface of the student class behavior before and after the correction.
(a)(b)According to the statistical results, the effective time of the four categories of “RISE (Rising Listen),” “Book (Bowing Reading Books),” “SIDE,” and “Mobilephone” are 1052 s, 198 s, 61 s, and 1389 s, respectively. According to formula (1), the initial score s0=25.80 points is the top 82% of the class’s class in this class. Query Table 1 knows that the student is D+ level, s1=20.6, s2=41.9, t1=41, and t2=50. According to the formula (2), the student’s classroom attention evaluation was finally scored 43.19, and the attention evaluation was poor.At the same time, the artificial observation method is used to count the behavior status of this class. As a result, for example, in Table3, the duration of various states shown in the manual observation method calculates the initial score s0=25.75, and the classroom attention evaluation is finally scored 43.56, so the evaluation is poor. The results of this research algorithm are the same, so this research algorithm has good reliability.Table 3
Comparison results of the two methods.
RiseBookSideMobile phoneQuantitative scoreGrade evaluationThis research algorithm105119760138843.18PoorArtificial observation method104521455139643.54PoorIn order to verify the rationality of the students’ classroom attention criteria proposed in this study, the student’s class monitoring video of this class to five unrelated students is used and evaluate its classroom attention. The results are “poor,” “middle,” “poor,” “poor,” and “poor.” The overall conclusion is that the students’ classrooms in this section are “poor,” which is consistent with the evaluation results of the quantitative criteria proposed in this study. At the same time, the final score difference obtained by calculating the two methods is 0.034, which proves that the quantitative criteria proposed in this study can correctly evaluate students’ classroom attention performance.


## 2.4. Quantitative Evaluation of Teacher Teaching Effect in Class

Students’ head-up rate is an important indicator for evaluating the effect of teaching teachers. Because the frequency of students from looking up and bowing heads is not high, this quantitative standard is calculated to calculate the class rising rate once a minute, and the average value of all rising rates is calculated after the curriculum. The heading rate ×100 is the score of this evaluation index. At the same time, teachers ask students in the classroom and encourage students to go to the blackboard to do questions. It can also reflect the interaction and activity of this lesson. Every time I ask the students to add 2 points at a time, each encourage students to last a blackboard with 5 points. The score of the header and interaction rate index is added to the teacher’s score for this section. In the end, the teacher teaching effect level is given by Table4.Table 4
Teacher’s teaching effect quantification table.
Rise rate (%)75-10050-7525-500-25Evaluation levelOutstandingGoodMediumPoorTeacher classroom teaching effect quantification evaluation results. Identify the status of a 45-minute middle school student in a lesson in the experimental class. Statistics the number of students from the head per minute. Based on the statistical results, the rising rate of this lesson is 51.4%. Nothing, according to the quantitative standardization level of Table4, all are “good.”We counted the classroom status of students and formulate quantitative guidelines, analyze the sequence diagram of each classmate’s class behavior state, and statistics from the time and duration of various classroom behaviors in classmates. Each student’s listening quality is scored, and the visual methods such as sequential maps and distributed cake maps are used in class behavior to enable students to understand their own quality of the lesson.


## 3. Conclusion

Taking a lesson as an example, we use improved YOLOV4 network recognition student class behavior status, statistics from students’ classroom status and formulating quantitative guidelines, and analyzing the sequence diagram of each classmate’s class behavior state. In duration, based on this, we explore the establishment of students’ classroom attention evaluation standards, score the quality of each student of each lesson, and use the visual methods such as the preface of the class in the class of the classroom to enable students to understand their own quality of the lesson.This work detects the classroom students’ classroom attention status and improves the YOLOV4 network for the phenomenon of low accuracy of obstruction and detection. However, there are still some issues to be solved:(1)
There are problems with the data set structure. At present, the data set is not public in the class of students. The data used in this article is the student class monitoring video collected in the experimental classroom gaze the camera. It has a certain role in promoting the improvement of the YOLov4 model in this article. However, the scene of the data set is single, the background is the same, and due to the limited time and the number of data sets is small, the data set is required in subsequent work(2)
Due to the dense position of the classmates in the back row of the classroom, there is a serious cover. Only a camera in front of the classroom is difficult to complete and correctly identify the classroom behavior of the classmates in the back row. Realize all aspects of observation and identification



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