Topic: An Approach for Multimodal Information Fusion in Addressing College Students’ Writing Difficulties: Towards an Intelligent Intervention System

Abstract: The utilization of learning environments that employ multimodal information processing techniques has proven effective in facilitating intelligent learning. Extensive research has revealed a close association between college students’ writing quality, personality, and academic performance. However, the glaring lack of effective intervention methods for college students with writing difficulties necessitates further exploration to improve this critical element of academic development. This project aims to establish a new multimodal intelligent learning environment that facilitates intervention training for college students facing writing difficulties by leveraging advanced computer vision technology. The proposed system will not only focus on recognizing and integrating multimodal signals such as body posture, attention, and pen pressure but also incorporate authentic assessment methods to assess students’ performance. These assessment methods may include case studies, student self-assessment, and peer assessment. Through the creation of specialized interventions tailored specifically for students confronted with writing difficulties, writing activities will be adjusted to accommodate individual learners’ behavior, cognition, and psychological states, thereby addressing their unique needs and adopting a learner-centered approach. By creating a rational intelligent adjustment model and establishing an effective intervention mechanism, this project will introduce a new multimodal intelligent learning approach for college students struggling with writing difficulties. The successful implementation of this project has significant implications for interdisciplinary research in cognitive science, computer science, and artificial intelligence, as it seeks to blend multimodal information fusion with authentic assessment practices to provide comprehensive support for students’ writing development.