Multimedia teaching interaction optimization method and device, medium and program product

Abstract

The invention discloses a multimedia teaching interaction optimization method and device, a medium and a program product, and the method comprises the steps: obtaining a monitoring time period based on the time of a multimedia teaching course; multimedia teaching content and teacher guidance content in all monitoring time periods are obtained, and teaching interaction measures are obtained; obtaining the attention concentration degree based on the student attention concentration time of the monitoring time period; comparing the attention concentration degree with a preset attention concentration degree, and when the attention concentration degree is not higher than the preset attention concentration degree, determining the monitoring time period corresponding to the attention concentration degree as a low-attention time period; based on the low-attention time period, changing the teaching interaction measure of the low-attention time period to obtain an adjusted teaching interaction measure; and further adjusting the adjusted teaching interaction measures. The problem that the current widely existing teaching interaction adjustment is large in resource investment and poor in effect is solved. Reasonable, timely and flexible optimization of the teaching interaction scheme is realized.

Description

Technical Field

[0001] This application relates to the technical field of data processing. Specifically, it relates to a method, device, medium, and program product for optimizing multimedia teaching interaction. Background Art

[0002] In current teaching, multimedia teaching activities have been widely carried out. For multimedia teaching to truly achieve a good educational level, it requires the simultaneous high-quality execution of both multimedia teaching content and teacher guidance. For the current education system, many people in the field have realized that multimedia teaching content and teacher guidance content are inherently decoupled. However, for the impact on teaching effects, it is the combined action of these two factors, and there is actually a certain coupling relationship, which causes difficulties in accurately realizing multimedia teaching evaluation. In current multimedia teaching interaction optimization methods, the main method is to only modify multimedia teaching content and make accompanying adjustments to the teacher's teaching guidance content. This is actually not conducive to single-item adjustment in the multimedia teaching evaluation process, resulting in the need to consume a large amount of resources and energy in multimedia teaching interaction optimization. At the same time, the adjustment effect obtained is not good. Also, it is difficult to improve teaching quality through single-item adjustment.

[0003] Therefore, how to establish a set of reasonable optimization methods that can achieve single-item or multiple-item optimization of multimedia teaching content and teacher guidance content is a technical problem that needs to be urgently solved by those skilled in the art. Summary of the Invention

[0004] Embodiments of this application solve the technical problem in the prior art that it is difficult to reasonably optimize single-item or multiple-item of multimedia teaching content and teacher guidance content, and achieve reasonable optimization of the multimedia teaching interaction method by providing a method, device, medium, and program product for optimizing multimedia teaching interaction.

[0005] In a first aspect, this application provides a method for optimizing multimedia teaching interaction. The interaction optimization method includes: S1. Obtain a monitoring period based on the multimedia teaching course time; S2. Obtain the multimedia teaching content and teacher guidance content for all the monitoring periods to obtain teaching interaction measures; S3. Obtain the attention concentration degree based on the student's attention concentration time during the monitoring period; S4. Compare the attention concentration degree with a preset attention concentration degree. When the attention concentration degree is not higher than the preset attention concentration degree, determine the monitoring period corresponding to the attention concentration degree as a low-attention period; S5. Based on the low attention period, change the teaching interaction measures corresponding to the low attention period to obtain adjusted teaching interaction measures; S6. Execute steps S1 - S5 for the adjusted teaching interaction measures to adjust the adjusted teaching interaction measures.

[0006] Optionally, the obtaining of the monitoring period based on the multimedia teaching course time includes: Obtain the chapter information of the multimedia teaching course to get teaching chapters; Obtain the start and end time points of the teaching chapter to get the chapter duration; Obtain the course content configuration within the chapter duration to get the course content duration; Based on the association relationship between the teaching chapter and the course content, establish the association relationship between the chapter duration and the course content duration; Set the chapter duration and the course content duration as the monitoring periods, namely the chapter monitoring period and the course content monitoring period respectively.

[0007] Optionally, the obtaining of the multimedia teaching content and the teacher's guiding content for all the monitoring periods to get the teaching interaction measures includes: Based on the monitoring period, obtain the multimedia teaching content within the monitoring period; Based on the monitoring period, obtain the corresponding teacher's guiding content; Establish the association relationship between the multimedia teaching content and the teacher's guiding content to get the teaching interaction measures.

[0008] Optionally, the obtaining of the attention concentration degree based on the student attention concentration time in the monitoring period includes: Obtain the student body movements and facial images within the monitoring period to get the student performance images; Based on the student performance images, obtain the student attention concentration state; Based on the attention concentration state, obtain the attention concentration time duration of all students; Based on the ratio of the course content monitoring period corresponding to the attention concentration time duration of all students, obtain the course content attention concentration degree.

[0009] Optionally, when comparing the attention concentration degree with the preset attention concentration degree, when the attention concentration degree is not higher than the preset attention concentration degree, determine the monitoring period corresponding to the attention concentration degree as the low attention period, including: The preset attention concentration degree includes the preset attention concentration time duration of the chapter monitoring period and the preset attention concentration degree of the course content monitoring period; The attention concentration includes the attention concentration duration of a chapter and the attention concentration of the course content; During multimedia teaching, obtain the attention concentration of the course content and the attention concentration of the chapter for all students, and obtain the attention concentration of the course content and the attention concentration of the chapter; If the total amount of the attention concentration of the course content is not higher than the preset attention concentration of the course content, obtain the start and end times and the duration of the attention concentration of the course content, and obtain the low-attention period of the course content; Based on the total amount of the attention concentration period of the course content within the teaching chapter, obtain the attention concentration duration of the teaching chapter. If the total amount of the attention concentration duration of the chapter is not higher than the preset attention concentration duration of the chapter monitoring period, the multimedia teaching interaction period of the teaching chapter is the low-attention period of the chapter.

[0010] Optionally, based on the low-attention period, change the teaching interaction measure corresponding to the low-attention period to obtain the adjusted teaching interaction measure, including: Based on the low-attention period, obtain the teaching interaction measure corresponding to the low-attention period to obtain the low-attention interaction measure; Obtain the teacher guidance content of the low-attention interaction measure and adjust it to the new teacher guidance content; Obtain the teaching interaction measure after replacing it with the new teacher guidance content to obtain the new teaching interaction measure; During the implementation of the new teaching interaction measure, obtain the body movements and facial images of students within the monitoring period to obtain the new student performance images; Obtain the new student performance images of all students and obtain the new attention concentration of the course content; If the new attention concentration of the course content is not higher than the preset attention concentration of the course content monitoring period, adjust the multimedia teaching content to obtain the adjusted teaching interaction measure.

[0011] Optionally, perform steps S1 to S5 on the adjusted teaching interaction measure to adjust the adjusted teaching interaction measure, including: Based on the adjusted teaching interaction measure, obtain the adjusted monitoring period; Based on the adjusted monitoring period, obtain the adjusted low-attention period; Based on the adjusted low-attention period, adjust the adjusted low-attention period.

[0012] Second aspect An electronic device, including: A processor; A memory for storing the processor-executable instructions; Wherein, the processor is configured to execute to implement a multimedia teaching interaction optimization method as described in the first aspect.

[0013] The third aspect A non-transitory computer-readable storage medium, when the instructions in the storage medium are executed by a processor of an electronic device, enabling the electronic device to execute and implement a multimedia teaching interaction optimization method as described in the first aspect.

[0014] The fourth aspect A computer program product, characterized in that it includes computer instructions, and the computer instructions are executed by a processor to implement a multimedia teaching interaction optimization method as described in the first aspect.

[0015] The beneficial effects of this application include: 1. Improve the evaluation accuracy of multimedia teaching quality. Although the multimedia teaching mode has been popularized in a large number of schools, not all courses will use the multimedia teaching system. If the teaching quality is quantitatively described based on the students' grades, it will lead to too large an error in the determination of multimedia teaching quality. This application uses the concentration of students' attention during multimedia teaching to quantitatively describe the multimedia teaching interaction content, improving the evaluation accuracy of multimedia teaching quality.

[0016] 2. Improve the evaluation efficiency of multimedia teaching quality. In the optimization of multimedia teaching interaction, it is obvious that subsequent optimization needs to be based on the current interaction quality. In order to timely discover the optimization of the currently adopted multimedia teaching interaction scheme, this application monitors the state of students during their participation in multimedia teaching, so that the quality of the current multimedia teaching interaction method can be determined during teaching, thus fully improving the evaluation efficiency of multimedia teaching quality.

[0017] 3. Realize personalized optimization of the multimedia teaching interaction scheme. In the optimization of multimedia teaching interaction, even for the same multimedia teaching content and teacher guidance content, due to the different acceptance abilities and learning habits of the student group, the effects obtained by the multimedia teaching interaction scheme are also different. In the technical solution of this application, the monitoring period, student group, etc. of the multimedia teaching interaction scheme can be adjusted. Based on this, corresponding personalized adjustments are made for different student groups, different multimedia teaching content, and teacher guidance content, so as to achieve the purpose of improving teaching quality. Description of the drawings

[0018] To more clearly illustrate the technical solutions in the embodiments of the present application or the prior art, the following will briefly introduce the drawings required for use in the embodiments of the present application or the prior art. Obviously, the following descriptions are only some embodiments of the present application. For those of ordinary skill in the art, without creative efforts, other drawings can also be obtained based on these drawings. The drawings are used to provide a further understanding of the present disclosure and constitute a part of the specification. Together with the following specific embodiments, they are used to explain the present disclosure, but do not constitute a limitation to the present disclosure. In the drawings: Figure 1 It is a flowchart of a multimedia teaching interaction optimization method provided by an embodiment of the present application; Figure 2 It is a schematic diagram of a student performance image in a multimedia teaching interaction optimization method provided by an embodiment of the present application; Figure 3 It is a schematic diagram of the student attention concentration in a multimedia teaching interaction optimization method provided by an embodiment of the present application; Figure 4 It is a schematic diagram of a multimedia teaching interaction optimization system provided by an embodiment of the present application. Specific Embodiments

[0019] The following will clearly and completely describe the technical solutions in the embodiments of the present application with reference to the drawings in the embodiments of the present application. Obviously, the described embodiments are only some embodiments of the present application, rather than all embodiments. Based on the embodiments in the present application, all other embodiments obtained by those of ordinary skill in the art without creative efforts belong to the scope of protection of the present application. In addition, in the embodiments of the present application, "first", "second", etc. are used to distinguish similar objects and do not necessarily need to describe a specific order or sequence.

[0020] In multimedia teaching, the teaching interaction between teachers and students based on multimedia technology is a key measure to fully improve the quality of multimedia teaching. At the same time, teachers should also be able to adjust the multimedia teaching interaction plan according to the learning situation of students to give full play to the advantages of multimedia teaching. However, in the current multimedia teaching interaction, the main problems are that the multimedia teaching interaction methods adopted by teachers have not been optimized for a long time, and the optimization methods adopted are unreasonable. For example, commonly, only based on the teaching content that needs to be adjusted, the multimedia materials are completely replaced, and the teaching content is adjusted synchronously to adjust the teacher's guiding content. This method is difficult to make a reasonable adjustment to the current multimedia teaching interaction content, resulting in poor improvement in teaching quality although a large amount of energy and resources are consumed in the process of optimizing multimedia teaching interaction. On the other hand, in the process of optimizing and adjusting multimedia teaching interaction, in essence, it is necessary to make synchronous adjustments to multimedia teaching content and teacher's guiding content, and it is difficult to achieve single-item adjustment or make corresponding adjustments based on students' needs, resulting in the templatization and dogmatization of the established multimedia teaching interaction plan, and it is difficult to establish a personalized multimedia teaching interaction plan for students' characteristics and needs.

[0021] To solve the above problems, this application discloses a method for optimizing multimedia teaching interaction, as Figure 1 shown, which is a flowchart of a method for optimizing multimedia teaching interaction provided by an embodiment of this application, including: S1. Obtain a monitoring period based on the time of the multimedia teaching course; S2. Obtain the multimedia teaching content and the teacher's guiding content of all the monitoring periods to obtain teaching interaction measures; S3. Obtain the attention concentration degree based on the student's attention concentration time of the monitoring period; S4. Compare the attention concentration degree with a preset attention concentration degree. When the attention concentration degree is not higher than the preset attention concentration degree, determine the monitoring period corresponding to the attention concentration degree as a low-attention period; S5. Based on the low-attention period, change the teaching interaction measures corresponding to the low-attention period to obtain adjusted teaching interaction measures; S6. Execute steps S1 to S5 for the adjusted teaching interaction measures to adjust the adjusted teaching interaction measures.

[0022] The purpose of all the above steps is to quantitatively process the attractiveness to students and the teaching quality in the implementation of the multimedia teaching interaction plan, analyze the defects in the currently used multimedia teaching interaction plan based on the results of the quantitative processing, determine whether to optimize the multimedia teaching content and teacher guidance content used in the multimedia teaching interaction based on their characteristics, and after optimization, further optimize the optimized multimedia teaching interaction measures. Also, in this process, based on the actual needs and classroom performance of students, determine the multimedia teaching interaction plans for different student groups, so as to formulate a more reasonable multimedia teaching interaction plan for different student groups.

[0023] Next, the content in the above steps will be specifically described. Specifically: As described in step S1, the purpose of this step is that during the teaching process using the multimedia teaching interaction plan, the teacher needs to carry out multimedia teaching interaction activities according to the teaching plan. The teacher will complete tasks based on the multimedia teaching interaction method. In the multimedia teaching interaction, it is composed of different chapters. At the same time, in the teaching of each chapter, each chapter is composed of course content. Among them, different chapters and different course contents have different attractions to students. In this step, by determining the course content and chapters, the multimedia teaching content is appropriately decomposed to achieve a reasonable setting of the monitoring object. Specifically: S11. Obtain the chapter information of the multimedia teaching course to obtain the teaching chapters.

[0024] The purpose of this step is to determine all the chapters in the multimedia teaching course content. In the subsequent technical implementation, based on the chapter information, the teaching quality of relevant chapters for students can be determined, so as to determine whether it is necessary to perform the interaction optimization of the entire chapter.

[0025] Among them, all the teaching chapters are obtained based on the specific chapter configuration information in the multimedia teaching course adopted by the teacher.

[0026] Among them, according to the specific teaching chapters in the multimedia teaching course, the teaching class hours of the teaching chapters are obtained at the same time, and the corresponding relationship between the teaching class hours and the specific teaching chapters is established to obtain the corresponding relationship between each class hour and the teaching chapter.

[0027] In some embodiments, the chapter information of the teaching courses within each class is obtained, and the corresponding relationship between each class and the teaching chapters is established. For example, the expression form of the class hour and the teaching chapter established is [L4: Introduction to the Layer Function of PS - PS Layer Settings 1], which means that in the 4th class (L4) of the PS software application course, the teaching chapters of this class are "Introduction to the Layer Function of PS" and "PS Layer Settings 1". Further, "PS Layer Settings 1" represents the first class in the PS layer setting teaching. For the layer setting course as a whole, it is divided into 2 classes, namely "PS Layer Settings 1" and "PS Layer Settings 2". S12. Obtain the start and end time points of the teaching chapter to obtain the chapter duration.

[0028] The purpose of this step is that for multimedia teaching interaction, the teaching time of different chapters is not the same. For different chapters for students, the attractiveness of the multimedia teaching interaction plan used by the teacher to students and the students' mastery may be different. Therefore, by determining the chapter duration, it can lay a foundation for determining the students' learning situation in this chapter later.

[0029] Among them, in the multimedia teaching interaction plan, obtain the start time and end time point of the teaching chapter to obtain the chapter duration.

[0030] In some embodiments, obtain the class hour information where the teaching chapter is located, and then calculate the chapter duration based on the class hour time. For example, for the layer setting chapter in the PS software application course proposed in S11, and it is 2 classes. The time of "PS Layer Settings 1" is 35 minutes, and the time of the second class ("PS Layer Settings 2") is 25 minutes. Then the chapter duration of this chapter is 60 minutes.

[0031] In some embodiments, the content explained by the teacher is not recognized as the multimedia teaching interaction time, but the time when the teacher and students conduct interactive teaching is set as the multimedia teaching interaction time to obtain the interactive teaching time of the chapter, and the obtained data result is set as the chapter duration.

[0032] S13. Obtain the course content configuration within the chapter duration to obtain the course content duration.

[0033] The purpose of this step is that in multimedia teaching interaction, each chapter of teaching is filled with various course contents. Considering that for the same chapter, due to the existence of various factors, the acceptance degree of students for the course contents may be different. In order to make appropriate adjustments to the multimedia teaching interaction plan corresponding to the teaching contents within the chapter and determine whether the course contents need to be adjusted accordingly, it is necessary to make corresponding adjustments to the course contents and the corresponding durations. That is to say, if we want to determine the optimization requirements of the course contents, it is obvious that we need to determine the course content duration.

[0034] Among them, in multimedia teaching interaction education, it is necessary to determine the course contents within each chapter, and the contents of the teachers and the multimedia teaching materials used.

[0035] Among them, for each course content duration, it is determined to determine the specific teaching durations of various course contents in the corresponding teaching work.

[0036] In some embodiments, the course content duration may be flexibly adjusted during the specific teaching process of the teacher. In this case, the teacher needs to calculate the average value of the durations of various teaching contents and use the obtained average value as the course content duration.

[0037] S14. Based on the association relationship between the teaching chapter and the course content, establish the association relationship between the chapter duration and the course content duration.

[0038] The purpose of this step is that in the technical solution of this application, in multimedia teaching interaction, there may be two specific optimization measures. One is the adjustment of the course content, and the other is the adjustment of the teaching chapter. And when it is found that most of the course contents need to be adjusted, then the entire teaching chapter needs to be adjusted. In order to determine whether the teaching chapter needs to be adjusted, it is necessary to establish an association relationship between the teaching chapter and the course content, and at the same time analyze the duration association relationship between the two.

[0039] Among them, for the teaching chapter and the course content, based on the cases given above, the determination of the association relationship between the two has been achieved. Therefore, in the specific processing, it can be directly associated based on the established relationship.

[0040] Among them, obtain all the course content durations, and then fill in the course content durations to obtain the overall teaching chapter duration.

[0041] Among them, when the course content duration changes, all the data therein also need to be adjusted to obtain the teaching chapter duration.

[0042] Among them, for the correlation between the chapter duration and the course content duration, the correlation can be obtained directly based on the correlation between the teaching chapters and the course content.

[0043] S15. Set the chapter duration and the course content duration as monitoring periods, namely the chapter monitoring period and the course content monitoring period respectively.

[0044] The purpose of this step is that in the optimization of multimedia teaching interaction, there are two optimization objects for the course content, namely: teaching chapter optimization and course content optimization. These two do not actually have a coupling relationship in the specific optimization. Therefore, in order to better decouple these two in the optimization process, it is necessary to optimize the chapters and the course content separately. Therefore, it is necessary to set monitoring objects for these two respectively, that is, to obtain the chapter monitoring period and the course content monitoring period.

[0045] Among them, the overall chapter duration is set as the monitoring period to determine whether the entire chapter needs to be adjusted as a whole.

[0046] Among them, the overall duration of the course content is used as the monitoring period to determine the course content monitoring period.

[0047] In some embodiments, considering that the teaching duration of the course content is relatively long and even all teaching tasks cannot be completed in one class, the attention concentration curve of students can be considered to delimit the monitoring period. For example: for the course content of "Layer Settings 1 in PS" mentioned above, the specific teaching time is in the interval of 10 - 45 minutes in the class, and the highest concentration of students' attention is in the interval of 15 - 35 minutes. Then, for the monitoring period of this course content, it is divided into two periods of [10, 15] and [15, 35] as a whole, and the corresponding attention concentration thresholds are set respectively.

[0048] As described in step S2, the purpose of this step is that in the multimedia teaching interaction activity, the interaction participated by students consists of two parts. One is the specific multimedia teaching content, and the other is the teacher's guiding content. The influences of these two on students do not have a clear coupling relationship, and different students have different emphases on the multimedia teaching content and the teacher's guiding content. Therefore, it is necessary to analyze these two parts of content separately to obtain specific multimedia teaching interaction measures. Specifically: S21. Based on the monitoring period, obtain the multimedia teaching content within the monitoring period.

[0049] The purpose of this step is to determine the multimedia teaching content within the monitoring period, which can be used to determine the teaching interaction effect of the currently adopted multimedia teaching content in the subsequent teaching interaction optimization, so as to determine whether the multimedia teaching content needs to be optimized in the specific optimization.

[0050] Among them, all monitoring periods are obtained, and the multimedia teaching content input during all monitoring periods is obtained, such as: the layout content of PPT, the practical content of students, the analysis of course-related videos, etc.

[0051] In some embodiments, for all multimedia teaching content, it can be directly input into the teacher's lesson plan to determine the multimedia teaching content during the relevant monitoring period.

[0052] S22. Based on the monitoring period, obtain the corresponding teacher guidance content.

[0053] The purpose of this step is to determine the teacher guidance content during the monitoring period, which can be used to determine the teaching interaction effect of the currently adopted teacher guidance content in subsequent teaching interaction optimization, so as to determine whether the teacher guidance content needs to be optimized in specific optimization.

[0054] Among them, all monitoring periods are obtained, and the teacher guidance input during all monitoring periods is obtained, such as: the guidance of teachers to students' practical operations, the explanation and extension of PPT content, the analysis of relevant cases, etc.

[0055] In some embodiments, for all teacher guidance content, it can be directly input into the teacher's lesson plan to determine the teacher guidance content during the relevant monitoring period.

[0056] S23. Establish the correlation between the multimedia teaching content and the teacher guidance content to obtain teaching interaction measures.

[0057] The purpose of this step is that during multimedia teaching interaction, the multimedia teaching content and the teacher guidance content are executed synchronously, and there is an inherent correlation between the two. Therefore, during processing, the two need to be correlated to better fit the actual teaching scenario and directly analyze the time period that needs to be optimized in the current multimedia teaching interaction.

[0058] Among them, based on the teaching chapters or course content corresponding to the monitoring period, the corresponding multimedia teaching content is obtained.

[0059] Among them, according to the specific time information of the monitoring period, the start and end times of the teacher guidance content are obtained, and the start and end times of the teacher guidance content are corresponding to the start and end times of the multimedia teaching content to obtain the correlation between the multimedia teaching content and the teacher guidance content.

[0060] Among them, for the multimedia teaching content and the teacher guidance content that have established a correlation, they are confirmed as teaching interaction measures.

[0061] As described in step S3, the purpose of this step is that in the optimization of multimedia teaching interaction, it is obviously unreasonable to directly make overall adjustments and optimizations. Therefore, it is necessary to make corresponding adjustments and optimizations to the existing defects or teaching interaction problems. Therefore, in this step, the purpose is to determine the parameters characterizing the attractiveness of students' teaching interaction, so as to lay a foundation for the subsequent determination of optimization objects. Specifically: S31. Obtain the students' body movements and facial images during the monitoring period to obtain students' performance images.

[0062] The purpose of this step is that considering the particularity of teaching and the technical purpose of this application, this application needs to adopt a method that can quickly identify students' teaching effects during multimedia teaching interaction. However, the traditional methods of performance analysis and student assessment analysis have very low recognition efficiency for multimedia teaching interaction effects. Therefore, a recognition method for analyzing students' performance states in class has been developed. Therefore, finally, a method based on image recognition is adopted to quickly analyze students' performance. Therefore, the purpose of this step is to determine the basic information of students during the specific education process.

[0063] Among them, based on the cameras installed in the multimedia teaching interaction classroom, obtain students' performance.

[0064] Among them, for the image recognition of students, it is necessary to simultaneously obtain the students' body movements and facial images, and record them in the form of images, while recording the students' action performances and facial images.

[0065] Among them, it is also necessary to obtain the overlapping situation of the students' action and facial regions to determine whether the students have problems with inattention.

[0066] Among them, for the students' performance images, it is necessary to obtain the video in the form of frame images based on the students' performance over a period of time to obtain the students' performance images over a period of time.

[0067] Among them, it is necessary to obtain detailed facial image information of students, mainly including the eyes, corners of the mouth, etc. of students.

[0068] In some embodiments, for each student, establish facial images and action performances during the monitoring period, and obtain students' performance images based on the method of randomly obtaining frame images.

[0069] S32. Based on the students' performance images, obtain the students' attention concentration states.

[0070] The purpose of this step is that in the technical solution of this application, since a method capable of quickly analyzing the attention concentration state of students is adopted, it is necessary to analyze the current attention concentration state of students based on the student performance images, so as to obtain the attention concentration state of students.

[0071] Among them, a corresponding multimedia teaching interaction video library is established for each student, and the activity time of the student's video library is recorded at the same time.

[0072] Among them, based on the monitoring period, the actions and facial image performances of students are segmented, and the performances of students in the corresponding monitoring periods are analyzed respectively. For example: record all the activity performances of students in a class, and the monitoring periods are [10, 15], [15, 30] and [30, 39], then for the student performance video in this course content period, its performance time is also decomposed into these three periods.

[0073] In some embodiments, further analysis is performed on the monitoring period. For example, taking 2 minutes as the time step, the student activity videos within each time step are obtained to obtain more accurate student performance images and reduce the resource consumption in the recognition process.

[0074] Among them, for the student performance video within the monitoring period, the frame images therein are uniformly sampled, and the student body movements and facial images in the images are obtained at the same time.

[0075] Among them, for the obtained frame images, the time nodes of the obtained frame images are also analyzed to analyze the duration of each state performance therein.

[0076] Among them, information recognition is performed on the frame images, including the student's head-down state, eye state, overlapping state of hands and face images, mouth corner state, body activity state, etc., and the duration of such performances is analyzed at the same time. Regarding the attention concentration state of students, as Figure 2 shown, it is a schematic diagram of student performance images in a multimedia teaching interaction optimization method provided by an embodiment of this application. Among them, the part of the dotted-line block diagram is the recognition area, and the solid-line block diagram is the edge line of the facial features contour. When it is found that the dotted-line area is blocked by the body or has changed, it is considered that this frame image indicates that the student has a problem of inattentiveness.

[0077] Among them, for similar student state performances, it is also necessary to obtain the time duration for which the frame image represents the student's inattentiveness problem within the monitoring period to determine whether the student is truly in an attentive or inattentive state. The judgment equation for the inattentive state is: ; Among them, represents thei The attention concentration judgment index within a detection period Indicates the i number of frame images of students with inattentive attention within the th monitoring period, i and represents all student performance images within the th monitoring period. It should be noted that for the

[0078] value, it is necessary to ensure that the time nodes corresponding to all frame images are within continuous time nodes, and there should be no jumps in time nodes. Among them, when the specific calculated value corresponding to

[0079] is not higher than the preset value, the student performance images and corresponding performance videos within the current monitoring period indicate that the students in this monitoring period are not in a state of inattentive attention.

[0080] The purpose of this step is that during multimedia teaching interaction, students are actually in a classroom learning state. Based on the practice and analysis of students' listening states, even if a student shows inattentive attention for a period of time, it does not mean that the multimedia teaching interaction effect of the entire teaching chapter or course content is insufficient for this student. Therefore, in order to better determine the attractiveness of this part of the content to students or the teaching quality, it is also necessary to determine the attention concentration duration of students, so as to determine the attention concentration situation of students corresponding to the current teaching chapter or course content, in order to determine the optimization object.

[0081] Among them, it is necessary to determine the attention concentration duration of all students within the monitoring period. Among them, according to the method in step S22, in fact, the situation of students' inattentive attention is obtained. Obviously, the attention concentration duration of students is to obtain the difference between the monitoring period and the period of students' inattentive attention.

[0082] Among them, based on the method in step S32, obtain the student performance images of all students receiving the multimedia teaching interaction method, and based on the method in step S32, obtain the attention concentration states of all students.

[0083] Among them, for the attention concentration duration of all students, analysis is required, and then based on the obtained attention concentration time duration of all students, determine the duration data. The specific determination equation is: ; Among them, represents the attention concentration time duration of all students for the m th course content Indicates the duration of the j th monitoring period, Indicates the p th student's duration node end point of the inattentive state during the j th monitoring period, Indicates the p th student's duration node start point of the inattentive state during the j th monitoring period, j Indicates the index of the monitoring period, k Indicates the total amount of the index of the monitoring period, p Indicates the student number index, q Indicates the total amount of the student number index. It should be noted that in Equation (2), it is set for the case where each course content contains multiple monitoring periods.

[0084] Among them, for the determination of all and , it is also necessary to determine based on the parameter. Only when this value is not lower than the preset attention concentration judgment index, then The start and end points of the duration node of the corresponding inattentive state can be obtained and calculated. Based on this method, it is possible to avoid including the occasional inattentive time in the student group in the calculation of the attention concentration.

[0085] Among them, for the preset attention concentration judgment index, it can be determined based on the teacher's work experience or based on the average duration of the inattentive state.

[0086] In some embodiments, for Equation (2), the duration of the course content monitoring period is short, and there is only one monitoring period in the entire teaching process. At this time, the k value in this equation is 1.

[0087] S34. Obtain the course content attention concentration based on the ratio of the course content monitoring periods corresponding to the attention concentration time durations of all the students.

[0088] The purpose of this step is that for the obtained course content, since it is considered to be executed for all students in the multimedia teaching interaction process for this course content, in order to determine the attractiveness and teaching quality of this content for all students, it is necessary to determine the course content attention concentration for all students. Therefore, it is necessary to obtain the total amount of the corresponding attention concentration duration and the corresponding monitoring period ratio to determine the attention concentration of this course content.

[0089] Among them, the equation for determining the course content attention concentration is: ; Among them, represents the attention concentration of the m th course content.

[0090] In some embodiments, the attention concentration of students within a teaching chapter is also determined, so as to analyze whether the content of the entire teaching chapter is an object to be optimized, and the result is also determined based on the form of Equation (3). The specific equation is: ; Among them, represents the duration of the r th monitoring period in the teaching chapter, r represents the serial number index of the monitoring period, r represents the total amount of the serial number indexes of the monitoring periods, represents the attention concentration of the s th teaching chapter, m represents the serial number index of the course content, n represents the total amount of the serial number indexes of the course content.

[0091] It should be noted that the calculation result of Equation (3) is the attention concentration of the course content, and Equation (4) is the attention concentration of the teaching chapter, and both of these attention concentrations are for all students participating in the course, or all students within the class in the form of a class.

[0092] In some embodiments, for the result obtained from Equation (4), a corresponding numerical interval is also set, and the level of the attention concentration of the course content or the teaching chapter is indicated for each numerical interval, so as to directly determine whether corresponding adjustments and optimizations need to be made to the course content or the teaching chapter based on the corresponding attention concentration level.

[0093] As described in step S4, the purpose of this step is that for multimedia teaching interaction, it is necessary to be able to accurately locate the content that needs to be optimized. Especially based on the determination of the course content, it is necessary to finally obtain the attention concentration therein, so as to determine whether the course content or the teaching chapter corresponding to the attention concentration needs to be adjusted accordingly. Specifically: S41. The preset attention concentration includes the preset attention concentration duration of the chapter monitoring period and the preset attention concentration of the course content monitoring period.

[0094] The purpose of this step is that since a teaching chapter consists of multiple course contents, to overall optimize the overall multimedia teaching interaction mode of the teaching chapter, it is obvious that the total concentration of attention on the current course content needs to be analyzed in order to obtain the confirmation result of chapter optimization. Therefore, the purpose of this application is to separately set two attention concentrations, which can simultaneously determine whether the chapter and the course content are optimized.

[0095] Among them, the preset attention concentration duration for a chapter period refers to the comparative reference value for the attention concentration duration of a chapter. Its meaning is the time length during which students are in a state of concentrated attention in a teaching chapter.

[0096] Among them, the preset attention concentration for the monitoring period of course content refers to the comparative reference value for the attention concentration of course content.

[0097] Among them, for these two types of values, they can be set based on the work experience of teachers, or the average values of the two obtained attention concentrations are calculated, and the two obtained average values can be used as preset values.

[0098] S42. The attention concentration includes the attention concentration duration of a chapter and the attention concentration of course content.

[0099] The purpose of this step is that for the attention concentration obtained in the technical solution of this application, it has been separately described in step S34. At the same time, considering that in the overall optimization of the teaching chapter, the amount of resources consumed is greater. Therefore, preferably, only the multimedia teaching interaction system of the teaching content is optimized. So, by calculating the attention concentration of the chapter, it is possible to determine the attention concentration of the chapter obtained currently, and then the precise determination of the low-attention period can be carried out subsequently.

[0100] Among them, based on the technical solution disclosed in step S3, the attention concentration is determined and calculated.

[0101] Among them, for the attention concentration of course content, a summation process is carried out to obtain the attention concentration of the chapter.

[0102] Among them, the meaning of the attention concentration duration of a chapter is the time length during which students are in a state of concentrated attention during the entire chapter's learning.

[0103] S43. During the multimedia teaching, obtain the attention concentration of the course content and the attention concentration of the chapter of all students, and obtain the attention concentration of the course content and the attention concentration of the chapter.

[0104] The purpose of this step is to determine the attention concentration of the course content and the chapter attention concentration, so as to obtain a value for comparison on whether the current course content or chapter needs to be adjusted based on the obtained course content attention concentration and chapter attention concentration.

[0105] Among them, regarding the attention concentration of the course content and the chapter attention concentration, it is exactly the same as the method disclosed in step S3, and will not be elaborated here.

[0106] S44. If the attention concentration of the course content is not higher than the preset attention concentration of the course content, obtain the start and end times and the duration of the attention concentration of the course content to obtain a low-attention period of the course content.

[0107] The purpose of this step is that after the attention concentration of the course content, the obtained attention concentrations are discrete and cannot directly use one of the attention concentration values to judge whether the entire course content needs to be adjusted. Therefore, it is necessary to determine whether the course content needs to be adjusted as a whole based on the total amount of the attention concentration of the course content. At the same time, it is also necessary to determine the time interval that needs to be optimized and adjusted to determine the attention concentration period of the students.

[0108] Among them, obtain the value of the attention concentration of the course content and perform a summation process to obtain the total amount of the attention concentration of the course content.

[0109] Among them, based on the content of steps 2 and 3, it has been determined whether the students' attention is concentrated. Therefore, for the concept of attention concentration proposed in this application, it is all realized on the basis of attention analysis. That is to say, regarding attention concentration, it is all processed and obtained based on the way the students' attention is in a concentrated state.

[0110] Among them, compare the total amount of the attention concentration of the course content with the preset attention concentration of the course content. If it is found that the former is not higher than the latter, it means that in the multimedia teaching interaction of the current course content, the attention concentration of the student group is relatively low, and the course content at this stage is the object to be optimized.

[0111] Among them, after determining the object to be optimized of the course content, considering that even if the students' attention concentration is relatively low, the students may have problems with inattentiveness at different time periods of the course content. Therefore, based on the determination of the low-attention period, the position where the course content needs to be adjusted can be more accurately located.

[0112] Among them, the attention concentration values of all students in the course content, and the start and end times of the attention concentration are obtained, and by setting the point cloud, the maintenance time of the students' attention concentration is determined from an overall perspective.

[0113] Among them, for the start and end times of the attention concentration, the corresponding time nodes can be determined by taking the average value, so as to realize the determination of the attention period.

[0114] Among them, after obtaining the start and end times of the attention concentration of the course content, it can be marked based on the point cloud diagram to obtain the attention concentration period of the course content, and the remaining time period is the inattentive period, that is, the low-attention period of the course content.

[0115] Among them, as Figure 3 shown, it is a schematic diagram of the attention concentration of students in a multimedia teaching interaction optimization method provided by an embodiment of the present application. For the obtained point cloud, all the values in it are preprocessed based on the Euler distance or other methods, and the start and end points with too high discreteness are not included in the determination process of the start and end time points. For example, Figure 3 the three discrete points close to 2-3 min, close to 25 min and 30 min in it are judged as discrete points in the established curve due to too large deviation. In the specific curve drawing or the determination of the students' attention concentration, they are directly excluded and not applied.

[0116] Among them, for Figure 3 the monitoring time periods corresponding to the attention concentration of all students determined in it are all determined based on the median of all students in the corresponding time periods. For example, for the point with an abscissa of 30 min, the time points of the students' attention concentration are 27.5 min and 32.5 min after the start of the class, and the median of the two values is 30 min.

[0117] In some embodiments, the low-attention period can also be determined based on the attention concentration curve, and at the same time determined based on the thresholds of the attention concentration at different time nodes. For example, in Figure 3 it is found that during the period from about 17 min to 33 min, it does not conform to the overall change trend of the curve, and even more, it does not conform to the objective law of the students' attention concentration in the classroom, then this time period is directly determined as the low-attention period. In addition, for the attention concentration values obtained before 8 min and after 39 min, when they are all lower than the attention concentration threshold, the time periods from 0 to 8 min and from 39 to 45 min at the start of the class are set as the low-attention periods.

[0118] S45. Based on the total amount of the attention - concentrated periods of the course content within the teaching chapter, obtain the attention - concentration duration of the chapter. If the total amount of the attention - concentration duration of the chapter is not higher than the attention - concentration duration of the preset chapter monitoring period, the multimedia teaching interaction period of the teaching chapter is the low - attention period of the chapter.

[0119] The purpose of this step is to determine the duration of students' continuous attention throughout the entire chapter in the current technical solution by analyzing the duration of students' attention - concentrated periods within the teaching chapter. When the duration is not higher than the preset value, it can be considered that the overall attention concentration of students within this chapter cannot meet the requirements, and the multimedia teaching interaction content of the entire chapter needs to be optimized.

[0120] Among them, obtain all the attention - concentrated periods of the course content in the teaching chapter and sum them up to obtain the total amount of the attention - concentrated periods of the course content.

[0121] Among them, it is necessary to establish a corresponding relationship between the teaching chapter and the attention - concentration duration. That is to say, for the calculated attention - concentration duration of the teaching chapter, it is obtained by summing up the attention - concentration durations of the course content.

[0122] Among them, for the attention - concentration duration of the preset chapter monitoring period, it can be determined based on the teacher's work experience and can also be determined based on the method of mean calculation.

[0123] Among them, considering that if students have difficulty maintaining an attention - concentrated state during the multimedia teaching interaction of the entire teaching chapter, the multimedia teaching interaction plan for the entire teaching chapter needs to be adjusted. At this time, it is only necessary to determine that the multimedia teaching interaction period of the entire teaching chapter is the low - attention period of the chapter.

[0124] As described in step S5, the purpose of this step is that for the obtained multimedia teaching interaction optimization object, it is essentially still a period at present, which includes multimedia teaching content and teacher - guiding content. However, in actual teaching, in order to reduce the consumption of resources and energy during the optimization process, it is necessary to make a single - item adjustment or a complete adjustment to the specific impacts of the two. Therefore, in the specific processing, it is also necessary to further determine the specific adjustment object. Specifically: S51. Based on the low - attention period, obtain the corresponding teaching interaction measures for the low - attention period to obtain the low - attention interaction measures.

[0125] The purpose of this step is that in multimedia teaching interaction, it includes two aspects: multimedia teaching content and teacher guidance content. These two types of content included in the low-attention period may need to be adjusted separately or synchronously. Therefore, in specific processing, it is necessary to determine these two parts of content separately to obtain low-attention interaction measures, laying a foundation for subsequent optimization work.

[0126] Among them, obtain the multimedia teaching content and teacher guidance content during the low-attention period, and perform decoupling processing on the two.

[0127] Among them, for the multimedia teaching content and teacher guidance content, both can be obtained based on the corresponding educational materials.

[0128] S52. Obtain the teacher guidance content of the low-attention interaction measure and adjust it to new teacher guidance content.

[0129] The purpose of this step is that from the specific real-time manner of multimedia teaching interaction, the teacher's interaction guidance content is easier to make corresponding adjustments. Therefore, based on this experience, this application determines and adjusts the teacher guidance content.

[0130] Among them, determine the teacher guidance content in the low-attention interaction measure and make corresponding adjustments to this part of the teacher guidance content. The content after adjustment is the new teacher guidance content. For example: the original interaction content was to let students publicly explain their completed works, and then this teaching interaction content was adjusted to let students demonstrate the steps of the works to each other. The adjusted content is the new teacher guidance content.

[0131] S53. Obtain the teaching interaction measure after replacing with the new teacher guidance content to obtain a new teaching interaction measure.

[0132] The purpose of this step is that considering the need to better determine the necessity of optimizing one of the teaching measures, it is necessary to adjust one of the contents in the teaching interaction measure while keeping the other teaching plan unchanged, so as to perform single-item optimization on the teaching interaction measure.

[0133] Among them, directly replace the original teacher guidance content with the new teacher guidance content, and the multimedia teaching content remains unchanged, then the obtained result is the new teaching interaction measure.

[0134] S54. Obtain the student body movements and facial images during the monitoring period when the new teaching interaction measure is implemented to obtain new student performance images.

[0135] The purpose of this step is that after adjusting the teaching interaction measures, it is necessary to analyze the implementation effect of the newly obtained teaching interaction measures to determine the specific effects obtained. In order to avoid introducing new judgment methods in the entire optimization method, which may lead to too high complexity of the entire system, it is sufficient to analyze the obtained effects based on image recognition and analysis methods.

[0136] Among them, the specific method of this step is the same as that of step S31 and will not be elaborated here.

[0137] S55. Obtain the new student performance images of all students and obtain the new attention concentration of the course content.

[0138] The purpose of this step is that after generating new teacher guidance content, it is equivalent to obtaining new course content. After that, the method for determining the attention concentration of students based on this new course content is the same. Therefore, it is sufficient to determine the attention concentration based on the obtained image information.

[0139] Among them, the method of this step is exactly the same as the method disclosed in S3 and will not be elaborated here.

[0140] S55. If the new attention concentration of the course content is not higher than the attention concentration during the preset course content monitoring period, adjust the multimedia teaching content to obtain the adjusted teaching interaction measures.

[0141] The purpose of this step is that in the optimization process of the multimedia teaching interaction plan, in some cases, simply adjusting the teacher guidance content is not sufficient to fully improve students' attention. Therefore, it is also necessary to determine whether the multimedia teaching content needs to be adjusted on the basis of adjusting the teacher guidance content.

[0142] Among them, for the multimedia teaching content, its adjustment mode and method are the same as those of step S52 and will not be elaborated here.

[0143] Among them, for the adjustment of the multimedia teaching content, it is necessary to determine the attention concentration of the new course content in the case of adopting the new teaching interaction measures, and set a preset concentration value range, and corresponding adjustment description results are set for each range.

[0144] In some cases, the ratio of the concentration after adopting the new course content to the concentration of the original course content is set, and a numerical interval is set for the set ratio, and a corresponding adjustment explanation result is set for each numerical interval. For example, the set numerical intervals are (0, 1], (1, 1.1], (1.1, 1.2], (1.2, 1.3] and (1.3, 2), where each numerical interval represents: the new course content has a negative effect, a poor effect, a good result, a good result, and an excellent effect.

[0145] Among them, for the range of negative effects and poor effects obtained above, it is required to make further adjustments to the new teacher guidance content until the ratio obtained falls into the range of better results.

[0146] Among them, if after multiple adjustments it is still impossible to ensure that the ratio or attention concentration value obtained is difficult to fall into the numerical range corresponding to the better result, then the new teacher guidance content with the largest calculated value obtained will be adopted, and the multimedia teaching content will be adjusted at the same time.

[0147] Among them, if after the adjustment of the content guided by the department's teacher, the ratio or attention concentration value obtained can fall into the numerical range corresponding to the better result, then a small range of adjustments will be made to the multimedia teaching content.

[0148] Among them, if after the adjustment of the new teacher-guided content, the obtained ratio or attention concentration value can fall into the corresponding numerical range of good results or excellent results, then there is no need to adjust the multimedia teaching content.

[0149] Among them, according to the adjustment of the multimedia teaching content, or only the adjustment of the new teacher-guided content, the adjusted content is used to replace the original content to obtain the adjusted teaching interaction measures.

[0150] Among them, taking into account the particularity of multimedia teaching interactive education, in the determination of the attention concentration of the new course content, after adjustment, it can be verified using students from other classes to obtain the new attention concentration of the course content. It should be noted that, in this case, the attention concentration performance obtained by the original multimedia teaching interaction of the selected students from other classes needs to be the same or similar to the attention concentration performance of the students in the current class.

[0151] In some embodiments, based on the similarities between the teacher's guiding content in different chapters or different course contents, and making adjustments to the corresponding teacher's guiding content in subsequent chapters or course contents. That is to say, an advance adjustment of the teacher's guiding content is formed, and the new attention concentration of the course content after adjustment is obtained to determine the numerical interval into which the new attention concentration or ratio of the course content falls, so as to verify the student attention attraction situation of the new teacher's guiding content.

[0152] As described in step S6, the purpose of this step is to determine the actual effect obtained by the adjusted teaching interaction measures, and continue to adjust the teaching interaction measures according to the methods of steps S1 to S5, so as to realize the cyclic optimization of the multimedia teaching interaction plan until the best effect is obtained. Specifically: S61. Based on the adjusted teaching interaction measures, obtain the adjusted monitoring period.

[0153] The purpose of this step is that for the adjusted multimedia teaching interaction plan, both the teaching chapter duration and the course content duration may have changed. Therefore, in order to better analyze the effect of the obtained multimedia teaching interaction plan, it is necessary to redefine the monitoring period.

[0154] Among them, the method for obtaining the adjusted monitoring period is exactly the same as the method of step S1, and will not be elaborated here.

[0155] S62. Based on the adjusted monitoring period, obtain the adjusted low-attention period.

[0156] The purpose of this step is that in the determination of the adjusted multimedia teaching interaction plan, considering that it may be necessary to further adjust the adjusted multimedia teaching interaction plan, it is necessary to determine the period for further adjustment, so it is necessary to obtain the adjusted low-attention period.

[0157] Among them, the method for determining the adjusted low-attention period is exactly the same as the methods of steps S2 to S4, and will not be elaborated here.

[0158] S63. Based on the adjusted low-attention period, adjust the adjusted low-attention period.

[0159] The purpose of this step is to further optimize the adjusted multimedia teaching interaction measures until it is ensured that the final optimized data result can completely meet the teaching effect that the multimedia teaching interaction measures should achieve.

[0160] Among them, the implementation method of this step is exactly the same as the method of step S5, and will not be elaborated here.

[0161] The beneficial effects of this application include: 1. Improve the evaluation accuracy of multimedia teaching quality. Although the multimedia teaching mode has been popularized in a large number of schools, not all courses will use the multimedia teaching system. If the teaching quality is quantitatively described based on the students' grades, it will lead to too large an error in the determination of multimedia teaching quality. This application uses the concentration of students' attention during multimedia teaching to quantitatively describe the interactive content of multimedia teaching, thereby improving the evaluation accuracy of multimedia teaching quality.

[0162] 2. Improve the evaluation efficiency of multimedia teaching quality. In the optimization of multimedia teaching interaction, it is obvious that subsequent optimization needs to be based on the current interaction quality. In order to timely discover the optimization of the currently adopted multimedia teaching interaction scheme, this application monitors the state of students during their participation in multimedia teaching, so that the quality of the currently adopted multimedia teaching interaction method can be determined during teaching, thus fully improving the evaluation efficiency of multimedia teaching quality.

[0163] 3. Realize personalized optimization of the multimedia teaching interaction scheme. In the optimization of multimedia teaching interaction, even for the same multimedia teaching content and teacher guidance content, due to the different acceptance abilities and learning habits of the student group, the effects obtained by this multimedia teaching interaction scheme are also different. In the technical solution of this application, the monitoring period, student group, etc. of the multimedia teaching interaction scheme can be adjusted. Based on this, corresponding personalized adjustments are made for different student groups, different multimedia teaching content, and teacher guidance content, so as to achieve the purpose of improving teaching quality.

[0164] As Figure 4 shown, it is a schematic diagram of a multimedia teaching interaction optimization system provided by an embodiment of this application, including: an image acquisition module, an action determination module, an attention concentration calculation module, a low attention period determination module, a course content adjustment module, a readjustment determination module, and a multimedia teaching interaction determination module.

[0165] Among them, the image acquisition module sends the performance images of students to the action determination module and sends the performance images to the action determination module.

[0166] Among them, the action determination module acquires the performance images of students and obtains the frame images in which the students' attention is not concentrated or concentrated based on the performance images of students.

[0167] Among them, the attention concentration calculation module acquires the frame images and calculates the attention concentration of students.

[0168] Among them, the low attention period determination module obtains the attention concentration of students to obtain the low attention periods within different monitoring periods.

[0169] Among them, the course content adjustment module obtains the low-attention time period and obtains the teaching interaction measures for the low-attention time period, and adjusts the multimedia teaching interaction measures in the order of first adjusting the teacher interaction content and then the multimedia teaching content.

[0170] Among them, after determining that the adjustment of the multimedia teaching interaction measures has been realized, the re-adjustment determination module sends a collection instruction for the student performance image to the image acquisition module, and performs secondary or multiple adjustments on the multimedia teaching interaction content based on all the method steps described above.

[0171] Among them, the course content adjustment module is also connected to the multimedia teaching interaction determination module. When the multimedia teaching interaction determination module determines that the current student attention concentration meets the requirements, it determines that the current interaction mode can meet the high-quality teaching requirements and no further adjustment is required. The obtained result is directly output, and the re-adjustment determination module does not send a collection instruction for the student performance image to the image acquisition module.

[0172] This application also provides an electronic device, including a processor and a memory for storing executable instructions of the processor. The effects of the above electronic device when applying the foregoing method can be referred to the descriptions in the foregoing method embodiments, and will not be elaborated here (a system diagram may be required).

[0173] The embodiment of this application also provides a computer-readable storage medium for executing any step in the foregoing multimedia teaching interaction optimization method.

[0174] The computer-readable storage medium includes various stored programs, including a swing nozzle control program and a side jet flow control program, and various functions for optimizing multimedia teaching interaction are realized based on the programs stored therein.

[0175] The embodiment of this application also provides an electronic device, which includes at least one processor, a memory connected to the processor, etc. The processor can obtain corresponding programs from the connected memory and execute any step in the foregoing multimedia teaching interaction optimization method.

[0176] Since the electronic device introduced in this embodiment is the device adopted for implementing a multimedia teaching interaction optimization method in the embodiment of this application, based on the method introduced in the embodiment of this application, those skilled in the art can understand the specific implementation manners and various variations of the electronic device in this embodiment. Therefore, how the electronic device implements the method in the embodiment of this application will not be elaborated here. As long as the device adopted by those skilled in the art to implement the method in the embodiment of this application belongs to the scope protected by this application.

[0177] In the specific implementation process, when the computer program is executed by the processor, it can implement Figure 1 any implementation manner in the corresponding embodiment.

[0178] It should be noted that in the above embodiments, the descriptions of the respective embodiments have their own emphases. For the parts not described in detail in a certain embodiment, reference can be made to the relevant descriptions of other embodiments.

[0179] Those of ordinary skill in the art can understand that all or part of the steps for implementing the above method embodiments can be completed by hardware related to computer program instructions. The foregoing computer program can be stored in a non-volatile storage medium. When the computer program is executed, it performs the steps including the above method embodiments. Alternatively, if the above integrated units of the present invention are implemented in the form of software function modules and sold or used as independent products, they can also be stored in a non-volatile storage medium. Based on such an understanding, the technical solution of the embodiments of the present invention, in essence, or the part that contributes to the prior art, can be embodied in the form of a software product. The computer software product is stored in a non-volatile storage medium and includes several instructions for causing an electronic device (which may be a personal computer, a server, a network device, etc.) to execute all or part of the methods described in the various embodiments of the present invention.

[0180] The above is only the specific implementation manner of the present invention, but the protection scope of the present invention is not limited thereto. Any person skilled in the art within the technical scope disclosed by the present invention can easily think of changes or substitutions, which should all be covered by the protection scope of the present invention.

Claims

1. A method for optimizing multimedia teaching interaction, characterized in that, The interactive optimization method includes: S1. Obtain a monitoring period based on the time of the multimedia teaching course; S2. Obtain the multimedia teaching content and teacher guidance content for all the monitoring periods to obtain teaching interaction measures; S3. Obtain the attention concentration based on the student attention concentration time during the monitoring period; S4. Compare the attention concentration with a preset attention concentration. When the attention concentration is not higher than the preset attention concentration, determine the monitoring period corresponding to the attention concentration as a low-attention period; S5. Based on the low-attention period, change the teaching interaction measures corresponding to the low-attention period to obtain adjusted teaching interaction measures; S6. Execute steps S1 to S5 for the adjusted teaching interaction measures to adjust the adjusted teaching interaction measures.

2. The multimedia teaching interaction optimization method according to claim 1, wherein The obtaining of the monitoring period based on the time of the multimedia teaching course includes: Obtain the chapter information of the multimedia teaching course to obtain teaching chapters; Obtain the start and end time points of the teaching chapter to obtain the chapter duration; Obtain the course content configuration within the chapter duration to obtain the course content duration; Based on the association relationship between the teaching chapter and the course content, establish an association relationship between the chapter duration and the course content duration; Set the chapter duration and the course content duration as the monitoring periods, namely the chapter monitoring period and the course content monitoring period respectively.

3. The multimedia teaching interaction optimization method according to claim 1, wherein, The obtaining of the multimedia teaching content and teacher guidance content for all the monitoring periods to obtain teaching interaction measures includes: Based on the monitoring period, obtain the multimedia teaching content within the monitoring period; Based on the monitoring period, obtain the corresponding teacher guidance content; Establish an association relationship between the multimedia teaching content and the teacher guidance content to obtain teaching interaction measures.

4. The multimedia teaching interaction optimization method according to claim 1, wherein The obtaining of the attention concentration based on the student attention concentration time during the monitoring period includes: Obtain the student body movements and facial images during the monitoring period to obtain student performance images; Based on the student performance images, obtain the student attention concentration state; Based on the attention concentration state, obtain the attention concentration time duration of all students; Based on the ratio of the attention concentration time duration of all students corresponding to the course content monitoring period, obtain the course content attention concentration.

5. The multimedia teaching interaction optimization method according to claim 1, characterized in that The comparing of the attention concentration with the preset attention concentration and when the attention concentration is not higher than the preset attention concentration, determining the monitoring period corresponding to the attention concentration as a low-attention period includes: The preset attention concentration includes the preset attention concentration duration for the chapter monitoring period and the preset attention concentration for the course content monitoring period; The attention concentration includes the chapter attention concentration duration and the course content attention concentration; Obtain the course content attention concentration and the chapter attention concentration of all students during the multimedia teaching to obtain the course content attention concentration and the chapter attention concentration; If the total attention concentration of the course content is not higher than the preset attention concentration of the course content, obtain the start and end times and the duration of the attention concentration of the course content to obtain a low-attention period of the course content. Based on the total amount of attention concentration periods of the course content within the teaching chapter, obtain the attention concentration duration of the teaching chapter. If the total amount of the chapter attention concentration duration is not higher than the preset attention concentration duration of the chapter monitoring period, the multimedia teaching interaction period of the teaching chapter is a low-attention period of the chapter.

6. The multimedia teaching interaction optimization method according to claim 1, characterized in that Based on the low-attention period, change the teaching interaction measures corresponding to the low-attention period to obtain adjusted teaching interaction measures, including: Based on the low-attention period, obtain the teaching interaction measures corresponding to the low-attention period to obtain low-attention interaction measures. Obtain the teacher guidance content of the low-attention interaction measures and adjust it to new teacher guidance content. Obtain the teaching interaction measures after replacing with the new teacher guidance content to obtain new teaching interaction measures. Obtain the body movements and facial images of students during the monitoring period when the new teaching interaction measures are implemented to obtain new student performance images. Obtain the new student performance images of all students and obtain the new attention concentration of the course content. If the new attention concentration of the course content is not higher than the preset attention concentration of the course content monitoring period, adjust the multimedia teaching content to obtain adjusted teaching interaction measures.

7. The multimedia teaching interaction optimization method according to claim 1, wherein Execute steps S1 to S5 for the adjusted teaching interaction measures to adjust the adjusted teaching interaction measures, including: Based on the adjusted teaching interaction measures, obtain an adjusted monitoring period. Based on the adjusted monitoring period, obtain an adjusted low-attention period. Based on the adjusted low-attention period, adjust the adjusted low-attention period.

8. An electronic device, characterized in that, Including: A processor; A memory for storing instructions executable by the processor; Wherein, the processor is configured to execute to implement a multimedia teaching interaction optimization method as described in any one of claims 1 to 7.

9. A non-transitory computer-readable storage medium, when the instructions in the storage medium are executed by a processor of an electronic device, enabling the electronic device to execute and implement a multimedia teaching interaction optimization method as described in any one of claims 1 to 7.

10. A computer program product, characterized in that, Including computer instructions, the computer instructions are executed by a processor to implement a multimedia teaching interaction optimization method as described in any one of claims 1 to 7.

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