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      Retracted: Educational Psychology Analysis Method for Extracting Students' Facial Information Based on Image Big Data

      retraction
      Occupational Therapy International
      Hindawi

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          Abstract

          This article has been retracted by Hindawi following an investigation undertaken by the publisher [1]. This investigation has uncovered evidence of one or more of the following indicators of systematic manipulation of the publication process: Discrepancies in scope Discrepancies in the description of the research reported Discrepancies between the availability of data and the research described Inappropriate citations Incoherent, meaningless and/or irrelevant content included in the article Peer-review manipulation The presence of these indicators undermines our confidence in the integrity of the article's content and we cannot, therefore, vouch for its reliability. Please note that this notice is intended solely to alert readers that the content of this article is unreliable. We have not investigated whether authors were aware of or involved in the systematic manipulation of the publication process. Wiley and Hindawi regrets that the usual quality checks did not identify these issues before publication and have since put additional measures in place to safeguard research integrity. We wish to credit our own Research Integrity and Research Publishing teams and anonymous and named external researchers and research integrity experts for contributing to this investigation. The corresponding author, as the representative of all authors, has been given the opportunity to register their agreement or disagreement to this retraction. We have kept a record of any response received.

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          Educational Psychology Analysis Method for Extracting Students' Facial Information Based on Image Big Data

          At present, most of the research on academic emotions focuses on the concept, current situation, and relevance. There are not many researches on the application of artificial intelligence-based neural network facial expression recognition technology in practical teaching. With reference to image-based big data, this research integrates the application of artificial intelligence facial expression recognition technology with the research on educational theory and applies information technology to the actual teaching process, in order to promote the optimization of the teaching process and improve the learning effect. Method. A Hadoop cluster consisting of 3 nodes is built on the Linux system, and the environment required for Opencv execution is compiled for each node, which provides support for subsequent parallel optimization, feature extraction, feature fusion, and recognition of student facial images. The image data type and input and output format based on MapReduce framework are designed, and the image data is optimized by means of serialized files. The color features, texture features, and Sift features of students' facial images and common distractors were analyzed. A parallel extraction framework of student facial image features is designed, and based on this, the student facial image feature extraction under Hadoop platform is implemented. This paper proposes a dynamic sequential facial expression recognition method that combines shallow and deep features with an attention mechanism. The relative position of facial landmarks and local area texture features based on FACS represent shallow-level features. At the same time, the structure of ALexNet is improved to extract the deep features of sequence images to express high-level semantic features. The effectiveness of the facial expression recognition system is improved by introducing three attention mechanisms: self-attention, weight-attention, and convolutional attention. Results/Discussion. Through the analysis of the teaching effect, we found that when teachers can obtain the correct student's academic mood, they can intervene on the students' positive academic mood. The purpose of the intervention is to improve the positive academic emotions of students. After the students receive the intervention, their academic emotions are also improved and are positively correlated with their academic performance. Through the analysis of teaching effect, the research can achieve the predetermined goal. From the specific teaching effect of this study, it is concluded that in classroom teaching, teachers should devote energy to intervene in students' positive academic emotions, in order to improve students' positive academic emotions, which will improve students' academic performance and teaching.
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            Author and article information

            Contributors
            Journal
            Occup Ther Int
            Occup Ther Int
            OTI
            Occupational Therapy International
            Hindawi
            0966-7903
            1557-0703
            2023
            4 October 2023
            4 October 2023
            : 2023
            : 9796267
            Affiliations
            Article
            10.1155/2023/9796267
            10567183
            37828966
            66a5505d-1957-4f90-b743-839714885bc3
            Copyright © 2023 Occupational Therapy International.

            This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

            History
            : 3 October 2023
            : 3 October 2023
            Categories
            Retraction

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