Dr. Proctor: A Multi-modal AI-Based Platform for Remote Proctoring in Education

Elshafey, Ahmed E.; Anany, Mohammed R.; Mohamed, Amr S.; Sakr, Nourhan; Aly, Sherif G.

doi:10.1007/978-3-030-78270-2_26

Cited by 10 publications

(9 citation statements)

References 14 publications

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“…Elshafey et al (2021) acknowledge that remote or online proctoring has limitations. Their research found that while ‘faculty is mainly concerned with cheating, students are concerned about their privacy and face a lot of stress when using available software’ (p. 146).…”

Section: Discussionmentioning

confidence: 99%

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In the nexus of integrity and surveillance: Proctoring (re)considered

Khalil

Prinsloo

Slade

2022

Computer Assisted Learning

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Background: The Covid-19 pandemic disrupted higher education in many ways, such as the move to Emergency Remote Online Teaching and Learning (EROTL), often including a move to online assessments and examinations. With evidence of increased academic dishonesty in unproctored online assessment, institutions sought ways to ensure academic and institutional integrity and reputation. In doing this, many institutions selected and implemented online proctoring solutions.Objectives: This article maps considerations of online proctoring solutions in the nexus between ensuring academic and institutional integrity and reputation, and addressing stakeholder concerns regarding invasive surveillance and the impacts on student privacy. Methods:The study involved a PRISMA-informed systematic review of three digital libraries, namely Clarivate's Web of Science, Elsevier's Scopus, and Springer's Spring-erLink, for peer-reviewed journal articles and conference proceedings. After screening, a final corpus of 27 articles was analysed. Results and Conclusions:The findings include evidence that, in the midst of the Covid-19 pandemic, higher education institutions were largely influenced by cost, usability and efficiency in choosing online proctoring solutions to ensure academic and institutional integrity. Student privacy was either considered in terms of data protection and transparency, or not at all. This article aims to provide valuable insight into the criteria used to select online proctoring solutions to ensure academic and

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Section: Discussionmentioning

confidence: 99%

“…The authors offer recommendations for improved online closed-book exams including camera installation and allowance for students with special problems (e.g. internet connectivity, or disabilities) to write up on-campus Elshafey et al (2021). acknowledge that remote or online proctoring has limitations.…”

mentioning

confidence: 99%

In the nexus of integrity and surveillance: Proctoring (re)considered

Khalil

Prinsloo

Slade

2022

Computer Assisted Learning

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“…• AI-based proctoring AI can be a useful tool to proctor on-site (e.g., in classrooms or exam halls) or remotely (e.g., online assessment on Massive Open Online Courses, or MOOCs) to lower the risk of cheating in quizzes and exams (Elshafey et al, 2021).…”

Section: • Ai-based Teaching Evaluationmentioning

confidence: 99%

“…Cheating is concerned about the identification of dishonest and deceptive assessment behaviors through the use of AI-based proctoring and plagiarism detection, both in physical venues and remote assessment platforms (Elshafey et al, 2021;Kiennert et al, 2019).…”

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confidence: 99%

Artificial Intelligence in Today’s Education Landscape: Understanding and Managing Ethical Issues for Educational Assessment

Lim

Gottipati

Cheong

2023

Preprint

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In a societal institution as fundamental as education, when teaching practitioners or researchers apply artificial intelligence in academic processes such as assessments, it is important to study the divide between what may be ethically permissible and not permissible. This study applied a systematic literature mapping methodology to scour extant research, so as to holistically structure the landscape into explicit topical research clusters. Through topic modelling and network analyses, research mapped ten key ethical principles to five research archetypical domains, and reviewed the contribution and intensity of these ethical principles in each thematic domain. The study extended this review, by mapping out ethics programs and activities that can be applied in practice, alongside their relevant underpinning theories. This study provides a comprehensive treatment of this subject matter to date. We hope the findings of this research can provide researchers and practitioners the insights into the application methods of AI in assessments, and in particular, in terms of their intertwined ethical challenges and how these challenges may be addressed, for follow up studies.

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“…For instance, the adoption of online proctoring (ie, online exam supervision technology) is rapidly increasing (Elshafey et al, 2021; Howell et al, 2009; Selwyn et al, 2021), as it can contribute to the accessibility of education by enabling assessments at any place or time, while still preventing cheating behaviour (Alessio et al, 2018; Hylton et al, 2016). Nevertheless, van Halem et al (2020) demonstrated in a field experiment that the participation rate of students assigned to an online proctored exam was six times lower than participation of students assigned to the same exam in a traditional on‐campus setting.…”

Section: Introductionmentioning

confidence: 99%

Raising student engagement using digital nudges tailored to students' motivation and perceived ability levels

Plak

Klaveren

Cornelisz

2022

Brit J Educational Tech

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Participation in educational activities is an important prerequisite for academic success, yet often proves to be particularly challenging in digital settings. Therefore, this study set out to increase participation in an online proctored formative statistics exam by digital nudging. We exploited targeted nudges based on the Fogg Behaviour Model, highlighting the relevance of acknowledging differences in motivation and ability in allocating nudges to elicit target behaviour. First, we assessed whether pre-existing levels of motivation and perceived ability to participate are effective in identifying different propensities of responsiveness to plain untailored nudges. Next, we evaluated whether tailoring nudges to students' motivation and perceived ability levels increases target behaviour by means of a randomized field experiment in which 579 first-year university students received 6 consecutive emails over the course of three weeks to nudge behaviour regarding successful participation in the online exam. First, the results point out that motivation explains differences in engagement as indicated by student responsiveness and participation, whereas the perceived ability to participate does not. Second, the results from the randomized field experiment indicate that tailored nudging did not improve observed engagement. Implications for the potential of providing motivational information to improve participation in online educational activities are discussed, as

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Dr. Proctor: A Multi-modal AI-Based Platform for Remote Proctoring in Education

Cited by 10 publications

References 14 publications

In the nexus of integrity and surveillance: Proctoring (re)considered

In the nexus of integrity and surveillance: Proctoring (re)considered

Artificial Intelligence in Today’s Education Landscape: Understanding and Managing Ethical Issues for Educational Assessment

Raising student engagement using digital nudges tailored to students' motivation and perceived ability levels

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