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A concept extensively studied in education is engagement, a multidimensional construct encompassing behavioral expression and motivational backgrounds. This metric can be used to not only guide certain pedagogic methodologies, but also to endow systems with the right tutoring techniques. As such, this article aims to inspire improved teaching styles and automatic learning systems, by experimentally verifying the influence of in-class behaviors in students\u2019 engagement.<\/jats:p>\n              <\/jats:sec><jats:sec>\n                <jats:title>Results<\/jats:title>\n                <jats:p>Over 16 math lessons, the occurrence of students\u2019 and instructors\u2019 behaviors, alongside students\u2019 engagement estimates, were recorded using the COPUS observation protocol. After behavior-profiling the classes deploying such lessons, significant linear models were computed to relate the frequency of the students\u2019 or instructors\u2019 behaviors with the students\u2019 engagement at different in-class periods. The models revealed a positive relation of students\u2019 initial individual thinking and later group activity participation with their collective engagement, as well as a positive engagement relation with the later application of instructor\u2019s strategies such as giving feedback and moving through class, guiding on-going work.<\/jats:p>\n              <\/jats:sec><jats:sec>\n                <jats:title>Conclusions<\/jats:title>\n                <jats:p>The results suggest the benefit of applying a workshop-like learning process, providing more individual explanations and feedback at the beginning of an interaction, leaving collective feedback and students\u2019 guidance of on-going work for later on. Based on the relations suggested by our models, several guidelines for developing ALSs are proposed, and a practical illustrative example is formulated.<\/jats:p>\n              <\/jats:sec>","DOI":"10.1186\/s40594-023-00407-w","type":"journal-article","created":{"date-parts":[[2023,3,26]],"date-time":"2023-03-26T20:24:11Z","timestamp":1679862251000},"update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":28,"title":["Modeling students\u2019 behavioral engagement through different in-class behavior styles"],"prefix":"10.1186","volume":"10","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-8374-5064","authenticated-orcid":false,"given":"Samuel","family":"Gomes","sequence":"first","affiliation":[]},{"given":"Luis","family":"Costa","sequence":"additional","affiliation":[]},{"given":"Carlos","family":"Martinho","sequence":"additional","affiliation":[]},{"given":"Jo\u00e3o","family":"Dias","sequence":"additional","affiliation":[]},{"given":"Geraldo","family":"Xex\u00e9o","sequence":"additional","affiliation":[]},{"given":"Ana","family":"Moura Santos","sequence":"additional","affiliation":[]}],"member":"297","published-online":{"date-parts":[[2023,3,11]]},"reference":[{"key":"407_CR1","doi-asserted-by":"publisher","first-page":"168","DOI":"10.1109\/CoG47356.2020.9231853","volume":"2020","author":"T Alves","year":"2020","unstructured":"Alves, T., Gomes, S., Dias, J., & Martinho, C. 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Even so, as the analysis was made at a collective behavioral level, no personal or confidential information was extracted from the individual participants, and there were no potential risks and no anticipated benefits to each of them. In addition, as this work comprehends an analytical study on the observational in-class data relating to the learning process, and in which the data was collected by one of the paper authors, we followed the self-assessment check-list proposed by the EU [1], that reflects that there is no need of further ethical approval in cases such as this.","order":2,"name":"Ethics","group":{"name":"EthicsHeading","label":"Ethics approval and consent to participate"}},{"value":"Not applicable.","order":3,"name":"Ethics","group":{"name":"EthicsHeading","label":"Consent for publication"}},{"value":"The authors declare that they have no competing interests.","order":4,"name":"Ethics","group":{"name":"EthicsHeading","label":"Competing interests"}}],"article-number":"21"}}