Description:FIELD OF THE INVENTION

[0001] The present invention relates to a smart shirt to encourage social engagement among students that is developed to promote social interaction among students by observing behavioural and physiological patterns and encouraging positive social behaviours and emotional well-being in educational settings.

BACKGROUND OF THE INVENTION

[0002] In the recent times, there has been growing concern about the social engagement and emotional well-being of students in educational environments. Many students face challenges such as social withdrawal, anxiety, and stress, which can affect their participation in class and overall mental health. Encouraging positive social interaction and emotional support among students is important for fostering a healthy and productive learning atmosphere. Monitoring and understanding students’ social behaviour and emotional states in real-time can help identify those who may need support or encouragement to engage more actively with their peers.

[0003] Traditionally, social engagement and emotional well-being of students have been assessed through observations by teachers, counsellors, or through self-reporting by students themselves. These methods rely heavily on subjective judgment and are often inconsistent, as they depend on the observer’s attention and interpretation, and on students’ willingness or ability to express their feelings. Moreover, these assessments usually happen after problems have become noticeable, rather than providing early or ongoing detection of social withdrawal or emotional distress. Other available methods for monitoring student well-being involve wearable devices or apps that track certain physical or emotional parameters separately, but they do not offer an integrated solution that combines social behaviour, physiological signals, and contextual information to provide comprehensive support.

[0004] US9247010B2 discloses a personal networking/communication device (PND) enables real-time social and business interactions/networking within a real environment. A first PND associated with a first person/user in the real environment is within communication range of a second PND. The first PND receives (via electronic communication) and displays a social interaction information signature (SIS) of the second PND. The signature includes a physical mapping/location of the second PND relative to the first PND and provides some information about the second PND's user. Following a selection of the SIS on the first PND, the first PND electronically transmits one or more “request for interaction or information exchange” (RIIE) to the second PND. When the first PND receives a response to the RIIE from the second PND, the user of the first PND receives real-time unequivocal confirmation of whether the second person is interested in interacting/socializing with the user.

[0005] US9824404B2 discloses a method and system for providing a social media ecosystem cooperative marketplace. To participate in the social media ecosystem cooperative marketplace, a sharing discount percentage is requested from participating social media merchants. The sharing discount percentage is used to provide lower purchase prices for plural goods and services provided to social media purchasers in the social media ecosystem cooperative marketplace and to support the social media ecosystem cooperative marketplace itself on a global scale for social media purchasers and social media merchants. Social media purchasers are searched for with social media index values and with social commerce connections. Social media purchasers are paid to view advertising or complete surveys for the social media merchants. The social media ecosystem cooperative marketplace is provided on a cloud communications network for mobile and non-mobile devices.

[0006] Conventionally, many devices have been developed in order to support social interactions, monitor user activity, or track physiological data. However, the devices mentioned in the prior arts have limitations pertaining to focusing on social networking, commercial interactions, or isolated physiological tracking, without offering a solution for encouraging student engagement, detecting emotional distress, and promoting mental well-being in school settings.

[0007] In order to overcome the aforementioned drawbacks, there exists a need in the art to develop a shirt that is required to be capable of continuously monitoring and interpreting a student’s social behavior, emotional state, and environmental context in real time, and delivering supportive feedback that encourage social interaction to enhance student participation and emotional health within educational environments.

OBJECTS OF THE INVENTION

[0008] The principal object of the present invention is to overcome the disadvantages of the prior art.

[0009] An object of the present invention is to develop a shirt that is capable of continuously monitoring a student’s social activity and emotional state in real-time within a classroom or school environment.

[0010] Another object of the present invention is to develop a shirt that identify early signs of social withdrawal, stress, or discomfort in students based on behavioral and physiological patterns.

[0011] Another object of the present invention is to develop a shirt that promote healthy social engagement by offering gentle prompts and support to students when signs of isolation or distress are detected.

[0012] Another object of the present invention is to develop a shirt that track and analyze student participation and movement patterns to better understand their social behavior over time.

[0013] Yet another object of the present invention is to develop a shirt that supports mental well-being of the students by enabling timely intervention through alerts and easy access to counseling or assistance when needed.

[0014] The foregoing and other objects, features, and advantages of the present invention will become readily apparent upon further review of the following detailed description of the preferred embodiment as illustrated in the accompanying drawings.

SUMMARY OF THE INVENTION

[0015] The present invention relates to a smart shirt to encourage social engagement among students that is capable of monitoring communication, posture, and emotional cues of a student to identify signs of isolation or stress and offering supportive prompts for improving social connection and mental health.

[0016] According to an embodiment of the present invention, a smart shirt to encourage social engagement among students is disclosed comprising directional acoustic sensors embedded into the collar to detect the student’s voice and surrounding noises, tracking speaking frequency and ambient noise levels by comparing volume, tone, and direction of nearby voices, a galvanic skin response (GSR) sensor and heart rate variability (HRV) sensor embedded within the shirt to monitor physiological signs of stress, anxiety, or emotional distress and gently prompt socially withdrawn students to initiate conversations, and a plurality of inertial measurement units (IMU) to detect posture and physical activity, identifying periods of inactivity or disengagement, a mini 3D holographic projection module integrated into the cuff, which works alongside an optical sensor to scan surrounding students, detect facial micro-expressions, and interpret contextual features such as attire and body gestures to identify receptive peers with shared academic interests, thermal sensors track the student’s and nearby peers’ exhalation patterns to detect synchronization in breathing, signaling social connection or isolation.

[0017] According to another embodiment of the present invention, the present invention further comprises of a phase-change materials embedded in the shirt regulate body temperature to provide comfort and manage physiological stress responses such as overheating or shivering, an indoor positioning module tracks the student’s location within the school, a communication module creates a secure mesh network between students’ shirts to share anonymized social and emotional data, an user interface installed on a smartphone or computing unit that allows interaction with the shirt’s features, enabling students to schedule counseling appointments and facilitating real-time monitoring by school authorities, multiple vibration modules and a speaker module near the collar for haptic and audio feedback.

[0018] While the invention has been described and shown with particular reference to the preferred embodiment, it will be apparent that variations might be possible that would fall within the scope of the present invention.

BRIEF DESCRIPTION OF THE DRAWINGS

[0019] These and other features, aspects, and advantages of the present invention will become better understood with regard to the following description, appended claims, and accompanying drawings where:
Figure 1 illustrates an isometric view of a smart shirt to encourage social engagement among students.

DETAILED DESCRIPTION OF THE INVENTION

[0020] The following description includes the preferred best mode of one embodiment of the present invention. It will be clear from this description of the invention that the invention is not limited to these illustrated embodiments but that the invention also includes a variety of modifications and embodiments thereto. Therefore, the present description should be seen as illustrative and not limiting. While the invention is susceptible to various modifications and alternative constructions, it should be understood, that there is no intention to limit the invention to the specific form disclosed, but, on the contrary, the invention is to cover all modifications, alternative constructions, and equivalents falling within the spirit and scope of the invention as defined in the claims.

[0021] In any embodiment described herein, the open-ended terms "comprising," "comprises,” and the like (which are synonymous with "including," "having” and "characterized by") may be replaced by the respective partially closed phrases "consisting essentially of," consists essentially of," and the like or the respective closed phrases "consisting of," "consists of, the like.

[0022] As used herein, the singular forms “a,” “an,” and “the” designate both the singular and the plural, unless expressly stated to designate the singular only.

[0023] The present invention relates to a smart shirt to encourage social engagement among students that monitors and interprets students’ behaviour and well-being in real time for early identification of social or emotional challenges and offering timely support, thereby promoting positive interaction, and active participation.

[0024] Referring to Figure 1, an isometric view of a smart shirt to encourage social engagement among students is illustrated, comprises of a smart shirt 101, Multiple directional acoustic sensors 102 embedded into the collar of the shirt, a galvanic skin response (GSR) sensor 103 and heart Rate Variability (HRV) sensor 104 embedded in the shirt, A plurality of vibration modules 105 integrated within the shirt, a speaker 106 module integrated near the collar of the shirt, a mini 3D holographic projection module 107 is integrated in the cuff of the shirt, and an optical sensor 108 integrated with the shirt.

[0025] The present invention discloses a smart shirt 101 designed to monitor and enhance a student's emotional well-being and social engagement in real-time. The shirt 101 is integrated with phase-change materials (PCMs) integrated into the shirt 101 to regulate body temperature for providing comfort and helping to manage any physiological signs of stress, such as overheating or shivering.

[0026] When the body temperature begins to rise due to stress, physical activity, or external heat, the PCMs absorb excess heat by melting, thereby creating a cooling effect and preventing overheating. Conversely, when the body temperature drops or the wearer experiences chills due to anxiety or emotional distress, the PCMs release stored heat by solidifying, thus providing warmth and comfort. This automatic thermal regulation helps maintain a stable and comfortable microclimate around the wearer’s body, which can reduce discomfort caused by physiological stress responses like sweating or shivering.

[0027] The collar of the shirt 101 is integrated with multiple directional acoustic sensors 102 to detect a student’s voice and surrounding noises. The acoustic sensors 102 used herein are directional microphones that capture sound coming from specific directions while minimizing background noise from other angles. These sensors are typically configured in an array and are capable of identifying the direction from which a sound originates by analysing the time delay and intensity of the sound waves reaching each microphone in the array. This directional sensing allows to distinguish whether the detected voice is coming from the student wearing the shirt 101 or from someone nearby.

[0028] A processing module integrated within the shirt 101 and linked with all components to process the data from each of the component. The processing module, mentioned herein, is preferably an Arduino microcontroller. The Arduino microcontroller used herein controls the overall functionality of the components linked to it. The Arduino microcontroller is an open-source programming platform. The microcontroller receives the data from various electronic units and generates a command signal for further processing.

[0029] Each sensor picks up vibrations in the air caused by sound waves. These could be the student’s own voice or voices and noises from others nearby. The sensors herein are directional microphones that detect sound coming from specific angles. This helps in distinguishing whether the sound is coming from the student wearing the shirt 101 or from other sources around them. By comparing the sound intensity and timing captured by multiple sensors placed around the collar, the processing unit triangulate the origin of the sound, determining if the student is speaking or merely hearing surrounding noise.

[0030] The processing unit analyzes volume, tone, frequency, and direction to differentiate between the student’s speech and background conversation or ambient sounds. These noises are used to check whether the student is speaking frequently or staying quiet. The acoustic sensors 102 also track ambient noise levels and compare the volume, tone, and direction of voices around the student.

[0031] A galvanic skin response (GSR) sensor 103 and heart Rate Variability (HRV) sensor 104 embedded in the shirt 101 to detect stress, anxiety, or emotional distress of the student. The GSR sensor 103 measures the electrical conductance of the skin, which changes with sweat gland activity. When a person experiences stress, anxiety, or emotional arousal, the sweat glands become more active, producing tiny amounts of sweat even if the skin feels dry. This increase in sweat makes the skin more conductive to electricity. The GSR sensor 103 sends a small, harmless electrical current through the skin and measures how easily the current passes. Higher conductance indicates increased sweat gland activity, which is linked to emotional or physiological arousal such as stress or anxiety.

[0032] The HRV sensor 104 measures the variation in time intervals between consecutive heartbeats. Unlike measuring just, the heart rate (beats per minute), HRV 104 focuses on how much the time between beats changes. A healthy heart shows more variability, indicating the body can adapt well to stress and different demands. When a person is stressed or anxious, the autonomic nervous system responds by reducing HRV, meaning the intervals between heartbeats become more uniform. The HRV sensor 104 detects these changes by monitoring the electrical signals of the heart via electrodes, providing insights into the student’s emotional or stress levels based on the HRV patterns.

[0033] Based on the detected physiological signals, the shirt 101 identifies when a student appears socially withdrawn. If the student stays silent for an extended period while nearby students are actively talking, the shirt 101 flags this as a possible sign of social withdrawal. Additionally, the shirt 101 compares the volume of surrounding conversations with the student’s own speaking activity. If other students are speaking more and the student remains quiet, this may indicate that the student is disengaged.

[0034] The shirt 101 gently prompts the student to try starting a conversation with nearby students. A speaker 106 module integrated near the collar of the shirt 101 to prompt to student to start the conversation. The speaker 106 module works by taking the input signal from the microcontroller, it then processes and amplifies the received signal through a series of equipment in a specific order within the audio unit, and then sends the output signal in form of audio notification through the audio unit for alerting the user regarding starting the conversation.

[0035] During the conversation, the shirt 101 continuously monitors vital signs, speech patterns, and body posture to assess the student’s emotional state. If the shirt 101 detects a repeated pattern of stress or discomfort that appears linked to interactions with a particular individual, it flags this as a potential sign of bullying or negative social interaction. When that specific person approaches again, the shirt 101 gently alerts the student through a subtle vibration or haptic cue, encouraging them to avoid or distance themselves from the interaction. Additionally, the shirt 101 provides helpful coping prompts to the student, such as suggestions for politely disengaging from the conversation or seeking assistance from a trusted adult or counsellor, thereby supporting the student’s emotional well-being and social safety.

[0036] A plurality of inertial measurement unit (IMU) embedded in the shirt 101 to detect posture of the student sensors, if the IMU sensor detects that the student is in a resting/sleeping position or reduced physical movement, the shirt 101 identifies that the user is not actively participating in class at that time. The Inertial Measurement Unit (IMU) includes a combination of accelerometers, gyroscopes, and magnetometers to measure movement and orientation. The IMU sensors detect changes in the student’s body position and motion by continuously recording acceleration (from the accelerometer) and angular velocity (from the gyroscope). If the data shows minimal movement or a sustained posture such as slouching, leaning backward, or lying down, the processing module interprets this as reduced physical activity or a resting/sleeping position. The processing module then analyzes this posture data to determine whether the student is likely disengaged or not actively participating in class activities at that time.

[0037] As the student initiates a conversation, the shirt 101 actively monitors their posture through integrated IMU sensors and on detecting slouching or a closed posture, the vibration module 105 is activated to provide gentle vibrations at the back, encouraging the user to sit up. The vibration module 105 integrated into the shirt 101 functions using small, motorized actuators (eccentric rotating mass) that are strategically embedded in the shirt. When the IMU sensors detect slouching or closed body posture, identified by changes in angle, orientation, or reduced vertical alignment, the data is sent to the shirt’s processing unit. Based on this data, the processor triggers the vibration module 105. The module then generates gentle, rhythmic vibrations by rapidly rotating a small unbalanced mass. These vibrations are localized and subtle but are sufficient to provide tactile feedback to the student, gently prompting them to adjust their posture by sitting upright or opening their stance.

[0038] An optical sensor 108 continuously scans the surrounding students to detects facial micro-expressions and interprets them to identify students who appear receptive or engaged. The optical sensor 108 is configured to analyses contextual features, such as attire, books in hand, and body gestures, that indicate shared academic interests. The optical sensor 108continuously scans nearby students within its field of view, collecting image frames in real time. The visual data is then processed by an onboard or connected processing unit using computer vision protocols and machine learning models specifically trained to recognize facial micro-expressions and contextual cues. For facial micro-expression detection, the processing module identifies subtle changes in facial muscles such as eyebrow raises, lip movements, or eye squints that occur briefly and may reflect emotional states like interest, engagement, or discomfort. These expressions are analyzed using facial landmark detection and emotion classification models.

[0039] In conjunction with the holographic module, a mini 3D holographic projection module 107 is integrated in the cuff of the shirt. This module typically consists of micro projector, light modulation elements, and a compact light source to create the perception of floating holograms without the need for external screens. The process begins with digital content, such as text prompts, icons, or simple animations, generated by the shirt’s processing unit.

[0040] This content is then passed to the projection module 107, which uses laser light sources. These light beams are modulated and directed through specialized optical components, such as diffractive optical elements or rotating mirrors, to precisely control the angle, intensity, and depth of light emission. To create the 3D effect, the projection module 107 rapidly displays slightly different views of the same image at different angles, tricking the human eye into perceiving depth.

[0041] If the optical sensor 108 identifies a potential match, such as another student who appears receptive, engaged, or shares academic interests, the holographic projection module 107 integrated into the shirt's cuff is activated to display real-time, context-sensitive prompts to the student. These prompts are designed to gently encourage the student to initiate or continue social interaction. For example, the prompts may include simple questions, greetings, or collaborative task suggestions related to the ongoing classroom topic.

[0042] The projection module 107 dynamically adjusts its prompts based on real-time data, such as changes in conversation patterns, the student's posture, or observed engagement levels of nearby students. As the conversation progresses, the holographic module continues to project short interactive tasks or conversational cues that evolve with the context, helping the student remain engaged. This includes displaying visual icons for collaborative group activities, reminders to maintain eye contact, or encouragements to share ideas relevant to the current academic subject.

[0043] A plurality of thermal sensors embedded within the shirt 101 to track the student’s exhalation patterns, as well as of nearby students. The sensor used herein are typically infrared-based and positioned in such a way that they are able to monitor the thermal signatures associated with the student's exhalation as well as that of nearby individuals. When a person exhales, the temperature of the surrounding air momentarily increases due to the warmth of the breath. The thermal sensors detect these fluctuations in real time and track the pattern, rhythm, and frequency of the student's breathing.

[0044] By comparing these exhalation patterns to those of peers in close proximity, the processing module determines if the student's breathing is aligned (synchronized) with others, which often occurs naturally during calm and engaged interactions, or if the breathing is irregular or out of sync, which indicate emotional discomfort, stress, or a sense of isolation. If the processing module identifies that the student’s exhalation pattern significantly deviates from the group (for example, shallower or faster breathing compared to peers), the shirt 101 interprets this as a possible sign of emotional disengagement or social anxiety. This insight is then processed by the shirt’s processing module, which trigger supportive interventions like gentle haptic feedback or calming prompts to help the student re-engage comfortably with the social environment.

[0045] Upon detection of irregular exhalation patterns in the student such as rapid, shallow, or inconsistent breathing compared to peers, the shirt 101 interprets this as a potential sign of emotional distress, anxiety, or discomfort. These irregular patterns are identified through embedded thermal sensors that continuously monitor the student's breath in real time. When such deviations are detected, the processing module processes this data and initiates an intervention to support the student. he shirt 101 gently suggests a guided breathing exercise aimed at calming the student's nervous system and promoting emotional balance. The shirt 101 actuates the multiple vibration modules 105 embedded in back, neck, and shoulders portion of the shirt 101 to provide gentle, rhythmic vibrations to promote relaxation of the student.

[0046] Upon detection of irregular breathing pattern, the shirt 101 uses a gentle air pump embedded around the chest area of the shirt 101 to expand and contract in a rhythmic manner, guiding the student’s breath to match a calming, slow pace that promotes relaxation and emotional balance. This air pump is designed to inflate and deflate small internal air bladders in a slow, rhythmic pattern that mimics calm, deep breathing. As the bladders expand outward, the gentle pressure applied to the chest area gives the sensation of inhalation timing, while the deflation simulates the timing of exhalation. This physical cue encourages the student to unconsciously synchronize their breathing with the rhythm of the shirt.

[0047] An indoor positioning module embedded in the shirt 101 to track the student’s location within the school premises. The indoor positioning module identifies the pattern of student's movement and frequent visits to specific locations like the cafeteria, gym, or study halls. The indoor positioning module embedded in the shirt 101 works by using technologies such as Bluetooth Low Energy (BLE) beacons. BLE beacons are small wireless transmitters that send out Bluetooth signals at regular intervals. Each beacon has a unique identifier (ID) embedded in its signal. These beacons are placed at known, fixed locations throughout a building, such as in hallways, classrooms, or common areas.

[0048] A BLE receiver scans for these signals. When it receives the signals, it records the beacon's ID and measures the signal strength.
The processing module estimates the student’s location by analyzing which beacons are detected and how strong their signals are. If the shirt 101 receives strong signals from nearby beacons and weak ones from farther beacons, it triangulates the student's approximate position. Over time, the processing module analyzes this positional data to recognize patterns, such as frequent visits to specific areas like the cafeteria, gym, or study halls. If the identified patterns indicate that the student is avoiding social spaces, the shirt 101 suggests nearby group activities or events, further encouraging social interaction.

[0049] A user interface installed on a smartphone/computing unit and interlinked with the shirt, allowing both school authorities and students to interact with the shirt’s monitoring features. The computing unit transmits the user’s commands through a communication module such as Wi-Fi or Bluetooth. The communication module interconnects the student’s shirt 101 with other students’ shirts, forming a secure mesh network.

[0050] The communication module facilitates data exchange between computing unit and processing module by encoding and sending information over various channels, such as Wireless Fidelity (Wi-Fi), Bluetooth, or cellular networks. The module receives and decodes incoming data from the user's command. The communication module, such as a Wireless Fidelity (Wi-Fi) module connects to the processing module to wirelessly transfer data to the computing unit, like a smartphone or server, over a Wi-Fi network. The processing module sends the data via the Wi-Fi module to a remote server or cloud service using standard communication protocols.

[0051] The mesh network allows smart shirts worn by different students to communicate with each other and share data in an anonymous and secure manner. This data includes emotional indicators (such as stress or comfort levels), social behavior (like speaking frequency or body posture), and contextual details (such as current location or shared classroom topics). If a nearby student is detected to be in emotional distress, has similar academic interests, or displays open and receptive non-verbal cues such as eye contact, smiling, or an inviting posture, the mesh network identifies this as a potential match for interaction. In response, the student’s shirt 101 generates personalized prompts designed to encourage engagement, such as suggesting a group activity, initiating a conversation, or collaborating on a class task.

[0052] The user interface enables school authorities, such as teachers or counsellors, to monitor students’ psychological well-being in real time. If the shirt 101 detects a sudden and unusual change in the student's physiological signals such as a rapid increase in heart rate, sharp changes in skin response, or abnormal breathing patterns, indicating possible emotional distress, the processing module immediately sends a notification to a designated teacher, counsellor, or guardian. This alert helps ensure timely intervention and support, allowing school staff to respond quickly to the student's emotional needs and take appropriate action, such as providing counselling, removing the student from a stressful situation, or checking in with them privately. The interface enables students to schedule appointments with a school counsellor for easy access to mental health support.

[0053] A battery (not shown in figure) is associated with the shirt to supply power to electrically powered components which are employed herein. The battery is comprised of a pair of electrodes named as a cathode and an anode. The battery uses a chemical reaction of oxidation/reduction to do work on charge and produce a voltage between their anode and cathode and thus produces electrical energy that is used to do work in the shirt.

[0054] The present invention works best in the following manner, where the smart system in the form of shirt 101 is designed to promote social engagement and emotional well-being among students by continuously monitoring combination of physiological, behavioural, and environmental parameters. The shirt 101 collects data using embedded sensors and modules, including the directional acoustic sensors 102 to monitor speech activity, the GSR and HRV sensors to evaluate emotional states, the IMU sensors to assess posture, the thermal sensors to track breathing patterns, and the optical sensor 108 for facial and contextual analysis of surrounding individuals. Based on the interpreted data, the processing module identifies behavioural patterns such as silence, slouching, irregular breathing, or signs of stress and disengagement. In response, the shirt 101 generates context-appropriate feedback through the haptic cues, the speaker 106 module, or visual prompts using the holographic projection module 107 integrated in the cuff. The system also suggests breathing exercises, initiates posture correction cues, or recommends interaction with receptive peers identified by shared interests. The smart shirt 101 further connects to the secure mesh network allowing anonymized emotional and contextual data exchange with surrounding students’ shirts, enabling collaborative engagement suggestions. The indoor positioning module tracks user movement patterns to identify social avoidance, while the linked mobile interface allows students to access mental health tools and enables school staff to monitor students' well-being and receive alerts in critical cases.

[0055] Although the field of the invention has been described herein with limited reference to specific embodiments, this description is not meant to be construed in a limiting sense. Various modifications of the disclosed embodiments, as well as alternate embodiments of the invention, will become apparent to persons skilled in the art upon reference to the description of the invention. , Claims:1. A smart shirt to encourage social engagement among students, comprising:

a. multiple directional acoustic sensors 102 embedded into the collar of the shirt 101 to detect a student’s voice and surrounding noises to check whether the student is speaking frequently or staying quiet, these sensors also track ambient noise levels and compare the volume, tone, and direction of voices around the student;
b. a galvanic skin response (GSR) sensor 103 and heart Rate Variability (HRV) sensor 104 embedded in the shirt 101 to detect stress, anxiety, or emotional distress of the student and based on the detected physiological parameters, the shirt 101 determines that student appears to be socially withdrawn and the shirt 101 gently prompts the student to try starting a conversation with nearby students;
c. a plurality of inertial measurement unit (IMU) embedded in the shirt 101 to detect posture of the student sensors, if the IMU sensor detects that the student is in a resting/sleeping position or reduced physical movement, the shirt 101 identifies that the user is not actively participating in class at that time;
d. a mini 3D holographic projection module 107 is integrated in the cuff of the shirt. In conjunction with the holographic module, an optical sensor 108 continuously scans the surrounding students to detects facial micro-expressions and interprets them to identify students who appear receptive or engaged, the optical sensor 108 is configured to analyses contextual features, such as attire, books in hand, and body gestures, that indicate shared academic interests;
e. a plurality of thermal sensors embedded within the shirt 101 to track the student’s exhalation patterns, as well as of nearby students, if the shirt 101 detects that the student’s breathing is not synchronized with their peers, it signals that the student still feels isolated or distant from the conversation, potentially indicating discomfort or emotional distress;
f. phase-change materials integrated into the shirt 101 to regulate body temperature, providing comfort and helping to manage any physiological signs of stress, such as overheating or shivering;
g. an indoor positioning module embedded in the shirt 101 to track the student’s location within the school premises;
h. a communication module embedded within the shirt 101 to interconnect the student’s shirt 101 with other students’ shirts, forming a secure mesh network;
i. a user interface installed on a smartphone/computing unit and interlinked with the shirt, allowing both school authorities and students to interact with the shirt’s monitoring features, the interface enables students to schedule appointments with a school counsellor, providing easy access to mental health support;
j. a plurality of vibration modules 105 integrated within the shirt;
k. a speaker 106 module integrated near the collar of the shirt;
l. a processing module.

2. The smart shirt as claimed in claim 1, wherein if the student remains silent for a long time while others nearby are actively talking, the smart shirt 101 flags this as a potential sign of social withdrawal, the shirt 101 also compares the volume of surrounding conversations with the student’s speaking activity, if other students are speaking more and the student remains quiet, this could indicate disengagement.

3. The smart shirt to encourage social engagement as claimed in claim 1, wherein during the conversation, the shirt 101 continuously monitors the user’s vital signs, speech behaviour and body posture, if, over time, the shirt 101 detects a consistent stress pattern linked to interactions with a specific individual, the shirt 101 flags potential bullying and next time that specific person comes near, the shirt 101 gently alerts the user through a haptic cue to avoid interaction with that specific person, the shirt 101 also offers coping prompts, such as ways to disengage politely or seek support.

4. The smart shirt to encourage social engagement as claimed in claim 1, wherein as the student initiates a conversation, the shirt 101 actively monitors their posture through integrated IMU sensors and on detecting slouching or a closed posture, the vibration module 105 is activated to provide gentle vibrations at the back, encouraging the user to sit up.

5. The smart shirt to encourage social engagement as claimed in claim 1, wherein if a potential match is identified by the optical sensor 108, the holographic projection module 107 displays real-time, context-sensitive prompts to the student, the shirt 101 dynamically adapts to the conversation by projecting short, interactive tasks through the holographic projection module 107 to encourage engagement with identified students, the prompts evolve based on the classroom topic.

6. The smart shirt to encourage social engagement as claimed in claim 1, wherein on detection of irregular exhalation patterns of the student, the shirt 101 suggests a breathing exercise to reduce emotional distress and promote relaxation of the student, the shirt 101 actuates the multiple vibration modules 105 embedded in back, neck, and shoulders portion of the shirt 101 to provide gentle, rhythmic vibrations to promote relaxation of the student.

7. The smart shirt to encourage social engagement as claimed in claim 6, wherein upon detection of irregular breathing pattern, the shirt 101 uses a gentle air pump embedded around the chest area of the shirt 101 to expand and contract in a rhythmic manner, guiding the student’s breath to match a calming, slow pace that promotes relaxation and emotional balance.

8. The smart shirt to encourage social engagement as claimed in claim 1, wherein the indoor positioning module in conjunction with the processing module is configured to identify a pattern of student's movement and frequent visits to specific locations like the cafeteria, gym, or study halls, if the identified patterns indicate that the student is avoiding social spaces, the shirt 101 suggests nearby group activities or events, further encouraging social interaction.

9. The smart shirt to encourage social engagement as claimed in claim 1, wherein the mesh network enables the students to shirts share anonymized emotional, social, and contextual data, in a scenario that nearby student nearby is experiencing emotional distress, shares academic interests, or shows receptive non-verbal cues, the network recognizes this match and the student’s shirt 101 then automatically provides context-sensitive prompts, such as suggestions to initiate a conversation, recommendations for group collaboration or mutual engagement activities.

10. The smart shirt to encourage social engagement as claimed in claim 1, wherein the interface enables school authorities to track students' psychological health in real time and take corrective actions if needed, if the shirt 101 detects a sudden spike in a student's vital signs indicating emotional distress, it sends an immediate notification to the teacher or guardian, alerting them to the potential emotional event.