A Protocol for Evaluating University Students' Classroom Engagement, Reflective Expression, and Prosocial Intention Using Behavioral Observation and Learning Analytics

To address the need for multidimensional assessments of student involvement beyond traditional metrics, this protocol describes a structured approach for evaluating classroom engagement, reflective expression, learning-analytics activity, and prosocial intention in undergraduate courses. The protocol combines interval-based behavioral observation, weekly structured reflective writing, de-identified learning-management-system records, and a pre/post prosocial-intention questionnaire. The revised procedures provide a reproducible behavioral coding model, reflective-expression rubric with score examples, software and data-management steps, and explicit troubleshooting guidance for observer disagreement, missing learning-platform records, low reflection submission rates, poor camera visibility, participant attrition, and inconsistent prerequisite knowledge. The representative results are presented as an illustrative reporting example unless the authors replace the ethics approval number, course identifiers, data repository link, and raw-data documentation with verified empirical-study information before submission. The protocol is intended to help higher-education researchers triangulate observable classroom behavior, student self-interpretation, and digital course participation without relying on facial-emotion, voice-emotion, or other intrusive monitoring systems.