---
title: "The Moodoo Library: Quantitative Metrics to Model How Teachers Make Use of the Classroom Space by Analysing Indoor Positioning Traces (Extended Abstract)"
authors:
  - "Roberto Martinez-Maldonado"
  - "Vanessa Echeverria"
  - "Katerina Mangaroska"
  - "Antonette Shibani"
  - "Gloria Fernandez-Nieto"
  - "Jurgen Schulte"
  - "Simon Buckingham Shum"
doi: "10.24963/ijcai.2021/654"
url: "https://ijcai.org/proceedings/2021/654"
pdf: "https://ijcai.org/proceedings/2021/0654.pdf"
venue: "Proceedings of the Thirtieth International Joint Conference on Artificial Intelligence"
year: 2021
pages: "4799-4803"
track: "Sister Conferences Best Papers"
keywords:
  - "Humans and AI: Computer-Aided Education"
  - "Machine Learning Applications: Humanities"
  - "Multidisciplinary Topics and Applications: Ubiquitous Computing Systems"
  - "Humans and AI: Human-Computer Interaction"
---

# The Moodoo Library: Quantitative Metrics to Model How Teachers Make Use of the Classroom Space by Analysing Indoor Positioning Traces (Extended Abstract)

Roberto Martinez-Maldonado, Vanessa Echeverria, Katerina Mangaroska, Antonette Shibani, Gloria Fernandez-Nieto, Jurgen Schulte, Simon Buckingham Shum

*Proceedings of the Thirtieth International Joint Conference on Artificial Intelligence*, pages 4799-4803. DOI: [10.24963/ijcai.2021/654](https://doi.org/10.24963/ijcai.2021/654)

## Abstract

Teachers’ spatial behaviours in the classroom can strongly influence students’ engagement, motivation and other behaviours that shape their learning. However, classroom teaching behav-iour is ephemeral, and has largely remained opaque to computational analysis. This paper presents a library called ‘Moodoo’  that can serve to automatically model how teachers make use of the classroom space by analysing indoor positioning traces. The system automatically ex-tracts spatial metrics (e.g. teacher-student ratios, frequency of visits to students’ personal spaces, presence in classroom spaces of interest, index of dispersion and entropy), mapping from the teachers’ low-level positioning data to higher-order spatial constructs.