A systematic review on students' engagement in classroom: Indicators, challenges and computational techniques

Abstract

Students' engagement in a classroom is a key factor that influences several educational outcomes. Studies by the University of California, Los Angeles (UCLA) and British universities found that 40% of students are frequently experiencing boredom and less than 20% of students ask questions in class due to poor engagement. A survey by Malaysia's Program for International Student Assessment (PISA) found that 80% of the participating schools fell into the poor performance bracket. However, studies in this line of research are limited and scattered. To provide a clear insight into this problem and support researchers, it is crucial to understand the current state of research in this area. Consequently, in this paper, a comprehensive review is conducted to map the literature studies to a consistent taxonomy. Search terms revealed 87 papers from several databases that have been classified into seven categories. A systematic review method is applied, analysis is performed, and finally, findings, discussion, and recommendations are presented.