In recent years, the elementary schools in Macao have increasingly offered programming curriculum. Programming curriculum emphasizes computational thinking, which is the capacity to analyze, design algorithms, and find solutions to programming problems. However, it is not easy to develop students’ computational thinking abilities. In addition, students' poor learning attitudes are connected to difficulties in learning programming. Therefore, it is crucial for educators to investigate how to improve students' computational thinking and learning attitudes. This study applied a quasi-experimental research method to a single group and used a pretest-posttest method to measure the influence of using Code.org on computational thinking and learning attitudes. The participants were 20 third-grade students in an elementary school in Macao. The teaching duration is carried out for three weeks, six lessons per week, a total of eighteen lessons, and 40 minutes per lesson. The Programming Computational Thinking Scale (PCTS) and the Attitude Scale of Computer Programming Learning (ASCOPL) were used to evaluate the implementation's effect. After analyzing the questionnaire scores and students' achievements on the Code.org website, it was found that after receiving the Code.org instruction, students were able to complete most of the stage of the Course B curriculum in Code.org, and their computational thinking and learning attitudes have improved significantly.
{"title":"The Influence of Code.org on Computational Thinking and Learning Attitude in Block-Based Programming Education","authors":"Wan Chong Choi","doi":"10.1145/3578837.3578871","DOIUrl":"https://doi.org/10.1145/3578837.3578871","url":null,"abstract":"In recent years, the elementary schools in Macao have increasingly offered programming curriculum. Programming curriculum emphasizes computational thinking, which is the capacity to analyze, design algorithms, and find solutions to programming problems. However, it is not easy to develop students’ computational thinking abilities. In addition, students' poor learning attitudes are connected to difficulties in learning programming. Therefore, it is crucial for educators to investigate how to improve students' computational thinking and learning attitudes. This study applied a quasi-experimental research method to a single group and used a pretest-posttest method to measure the influence of using Code.org on computational thinking and learning attitudes. The participants were 20 third-grade students in an elementary school in Macao. The teaching duration is carried out for three weeks, six lessons per week, a total of eighteen lessons, and 40 minutes per lesson. The Programming Computational Thinking Scale (PCTS) and the Attitude Scale of Computer Programming Learning (ASCOPL) were used to evaluate the implementation's effect. After analyzing the questionnaire scores and students' achievements on the Code.org website, it was found that after receiving the Code.org instruction, students were able to complete most of the stage of the Course B curriculum in Code.org, and their computational thinking and learning attitudes have improved significantly.","PeriodicalId":150970,"journal":{"name":"Proceedings of the 2022 6th International Conference on Education and E-Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131049973","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Serious games have been used as an effective and highly motivational educational tool in a different context. This paper reports a systematic review of educational research from 2005 to 2019 on business games, in particular, focused on the positive effects of computer games in business on users whose age is 18 or above in terms of learning outcomes and engagement. Several studies demonstrate the research evidence of positive impacts and learning outcomes of digital games: knowledge acquisition and content comprehension, various learning outcomes, and perceptual and cognitive skills. The review found evidence that PC was the most welcomed venue for delivering the games. The simulation was the most frequently applied genre, followed by an online game and role-playing. The majority of studies utilised survey designs followed by quasi-experimental designs. The measures used in the studies and the findings and recommendations for using digital games for learning.
{"title":"Innovative learning and training approach in business-A systematic business games and literature review","authors":"Kun Fu, Yiwen Li, Yuan Yuan, Jun He","doi":"10.1145/3578837.3578845","DOIUrl":"https://doi.org/10.1145/3578837.3578845","url":null,"abstract":"Serious games have been used as an effective and highly motivational educational tool in a different context. This paper reports a systematic review of educational research from 2005 to 2019 on business games, in particular, focused on the positive effects of computer games in business on users whose age is 18 or above in terms of learning outcomes and engagement. Several studies demonstrate the research evidence of positive impacts and learning outcomes of digital games: knowledge acquisition and content comprehension, various learning outcomes, and perceptual and cognitive skills. The review found evidence that PC was the most welcomed venue for delivering the games. The simulation was the most frequently applied genre, followed by an online game and role-playing. The majority of studies utilised survey designs followed by quasi-experimental designs. The measures used in the studies and the findings and recommendations for using digital games for learning.","PeriodicalId":150970,"journal":{"name":"Proceedings of the 2022 6th International Conference on Education and E-Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128742571","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
When using the online and offline blended teaching mode to carry out the teaching of professional courses such as logistics facilities and equipment, how to effectively integrate the ideological and political elements into the course and improve the teaching quality while realizing the fundamental task of building morality and cultivating people is an urgent problem to be considered and solved at present. In order to solve this problem, the goal of Ideological and political education in the course is established according to the characteristics of the course content and teaching object of logistics facilities and equipment. The overall design of Integrating Ideological and political elements into the online and offline blended teaching of logistics facilities and equipment courses has been carried out, and the teaching methods and means of carrying out ideological and political courses have been clarified. The specific process of carrying out ideological and political courses has been explained in combination with practical cases, and the effect of Ideological and political courses has been analyzed in combination with specific practice, indicating the effectiveness of the ideas and methods of Ideological and political teaching reform.
{"title":"Research on Ideological and Political Teaching Reform of Online and Offline Blended Courses of Logistics Facilities and Equipment","authors":"Huichuan Dai, Huihua Shang, Hui Ming","doi":"10.1145/3578837.3578855","DOIUrl":"https://doi.org/10.1145/3578837.3578855","url":null,"abstract":"When using the online and offline blended teaching mode to carry out the teaching of professional courses such as logistics facilities and equipment, how to effectively integrate the ideological and political elements into the course and improve the teaching quality while realizing the fundamental task of building morality and cultivating people is an urgent problem to be considered and solved at present. In order to solve this problem, the goal of Ideological and political education in the course is established according to the characteristics of the course content and teaching object of logistics facilities and equipment. The overall design of Integrating Ideological and political elements into the online and offline blended teaching of logistics facilities and equipment courses has been carried out, and the teaching methods and means of carrying out ideological and political courses have been clarified. The specific process of carrying out ideological and political courses has been explained in combination with practical cases, and the effect of Ideological and political courses has been analyzed in combination with specific practice, indicating the effectiveness of the ideas and methods of Ideological and political teaching reform.","PeriodicalId":150970,"journal":{"name":"Proceedings of the 2022 6th International Conference on Education and E-Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126551588","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Both learning management systems (LMSs) and new media technologies (NMTs, e.g., Augmented/Virtual Reality software or Serious Games) can enhance teaching and learning, however, the integration of both technologies within an E-Learning system is challenging. NMTs are often developed as bulky stand-alone applications, for example, using game engines, which make them difficult to integrate into the LMS courses. Thus, connecting middleware technologies are needed, however, various technologies exist. In this paper, we introduce three techniques (SCORM-Data, xAPI-Injection, and JSON-REST) that integrate stand-alone NMT learning software into LMSs based on existing technologies and standards from the E-Learning domain. We discuss the techniques and their underlying processes based on a prototype implementation and the results of an expert interview and point out the advantages and disadvantages of each technique to give practitioners differentiated advice on which technique to use. Although SCORM-Data has fewer technical requirements, we conclude that our JSON-REST technique was favored through applicability, simplicity, ease of integration, and efficiency.
{"title":"Integrating Stand-Alone New Media Technologies Such as Games and Virtual and Augmented Reality Software into Learning Management Systems: Integrating Stand-Alone Media Software into LMSs","authors":"R. Horst, Ramtin Naraghi-Taghi-Off, R. Dörner","doi":"10.1145/3578837.3578839","DOIUrl":"https://doi.org/10.1145/3578837.3578839","url":null,"abstract":"Both learning management systems (LMSs) and new media technologies (NMTs, e.g., Augmented/Virtual Reality software or Serious Games) can enhance teaching and learning, however, the integration of both technologies within an E-Learning system is challenging. NMTs are often developed as bulky stand-alone applications, for example, using game engines, which make them difficult to integrate into the LMS courses. Thus, connecting middleware technologies are needed, however, various technologies exist. In this paper, we introduce three techniques (SCORM-Data, xAPI-Injection, and JSON-REST) that integrate stand-alone NMT learning software into LMSs based on existing technologies and standards from the E-Learning domain. We discuss the techniques and their underlying processes based on a prototype implementation and the results of an expert interview and point out the advantages and disadvantages of each technique to give practitioners differentiated advice on which technique to use. Although SCORM-Data has fewer technical requirements, we conclude that our JSON-REST technique was favored through applicability, simplicity, ease of integration, and efficiency.","PeriodicalId":150970,"journal":{"name":"Proceedings of the 2022 6th International Conference on Education and E-Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126449394","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study explored design students’ experiences with digital storytelling with STEM content through a 3D animation project. Forty-six university design students participated in this study. A survey was administered at the end of the class to reveal the art students’ viewpoints on STEM knowledge acquisition and sense of accomplishment in digital storytelling of STEM. The results showed that the students regarded the design project improved their STEM-related knowledge in the creation process. They also felt highly accomplished after the digital storytelling with the animation project. Low-performance students had a higher sense of accomplishment than students with medium or high-performance levels. The findings and educational implications are discussed.
{"title":"Interdisciplinary Digital Storytelling with Animation: Design Students’ Knowledge Acquisition and Project Accomplishment","authors":"Tsai-Yun Mou","doi":"10.1145/3578837.3578874","DOIUrl":"https://doi.org/10.1145/3578837.3578874","url":null,"abstract":"This study explored design students’ experiences with digital storytelling with STEM content through a 3D animation project. Forty-six university design students participated in this study. A survey was administered at the end of the class to reveal the art students’ viewpoints on STEM knowledge acquisition and sense of accomplishment in digital storytelling of STEM. The results showed that the students regarded the design project improved their STEM-related knowledge in the creation process. They also felt highly accomplished after the digital storytelling with the animation project. Low-performance students had a higher sense of accomplishment than students with medium or high-performance levels. The findings and educational implications are discussed.","PeriodicalId":150970,"journal":{"name":"Proceedings of the 2022 6th International Conference on Education and E-Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129139526","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
During the pandemic, university teachers have been tasked to maintain teaching activities through alternative formats using online teaching. Unlike others, learning in language education occurs mainly through classroom interactions between human agencies which are disrupted in the online environment. Grounded on the teacher efficacy framework, this study investigated university language teacher efficacy in the adoption of emergency remote teaching during the COVID-19 outbreak in Hong Kong. A mixed methods approach was adopted in response to the calls from academia for narrative studies on the topic. A sample of 84 university language teachers retrospectively reported their online teaching capabilities during the pandemic for descriptive and inferential analyses, through which three groups were identified via two-step clustering. 13 follow-up interviews were subsequently conducted for thematic analysis. Three groups were found to adapt differently to the online environment. This study unveiled that teacher efficacy in ERT is related to that in face-to-face teaching because of intact curricula during ERT, and suggested language centers acting as an intermediary between high-inertia universities and teachers to provide timely conditions for learning for reskilling and upskilling teachers on engaging pedagogies and to facilitate the organic growth of the community of practice for better formal and informal peer-to-peer learning.
{"title":"Investigating University Language Teacher Efficacy in the Adoption of Emergency Remote Teaching during the COVID-19 Outbreak in Hong Kong: A Mixed Methods Research","authors":"Ryan Ka Kui Tsui, A. Tse","doi":"10.1145/3578837.3578861","DOIUrl":"https://doi.org/10.1145/3578837.3578861","url":null,"abstract":"During the pandemic, university teachers have been tasked to maintain teaching activities through alternative formats using online teaching. Unlike others, learning in language education occurs mainly through classroom interactions between human agencies which are disrupted in the online environment. Grounded on the teacher efficacy framework, this study investigated university language teacher efficacy in the adoption of emergency remote teaching during the COVID-19 outbreak in Hong Kong. A mixed methods approach was adopted in response to the calls from academia for narrative studies on the topic. A sample of 84 university language teachers retrospectively reported their online teaching capabilities during the pandemic for descriptive and inferential analyses, through which three groups were identified via two-step clustering. 13 follow-up interviews were subsequently conducted for thematic analysis. Three groups were found to adapt differently to the online environment. This study unveiled that teacher efficacy in ERT is related to that in face-to-face teaching because of intact curricula during ERT, and suggested language centers acting as an intermediary between high-inertia universities and teachers to provide timely conditions for learning for reskilling and upskilling teachers on engaging pedagogies and to facilitate the organic growth of the community of practice for better formal and informal peer-to-peer learning.","PeriodicalId":150970,"journal":{"name":"Proceedings of the 2022 6th International Conference on Education and E-Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132642682","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Camille Vinluan Hernandez, Ryan Jello Atienza Reyes, Kevin Carl Montano Tejada, L. R. De Luna
Social media use is rampant in today's generation. In the Philippines, which is one of the countries with the greatest number of people using social networking sites (SNS), it was found that 50% of Filipinos aged 14 to 23 use the internet. People's upsurge reliance on digital technology and social media engagement (SME) seems to be affecting certain aspects of their lives, especially psychologically. This study identified the significant positive relationship between (1) SME and social anxiety (SA); (2) SME and fear of missing out (FoMO); (3) FoMO and SA; and (4) FoMO as mediator to the relationship between SME and SA. The data gathering was conducted through online forms and standardized questionnaires (SMEQ, SIAS, and FoMOS), served as main instruments. The 263 respondents were first-year college students from private and public universities and colleges in Calamba City, Laguna and were selected using convenience sampling. The data were analyzed through the use of PLS-SEM. This study revealed that excessive exposure to social media increases the risk of having the FoMO (β = 0.133; p = 0.014) and demonstrated that young adults are more likely to develop SA if they have FoMO (β = 0.367; p<0.001). However, this study did not support the significant positive relationship between SME and SA (β = 0.133; p = 0.014) and the mediating effect of FoMO on the relationship between SME and SA (β = 0.049; p=0.130). The study's findings evidently contribute to the knowledge about the relation of social media to mental health, but also help conclude that other possible factors may affect the said variables and recommend a much in-depth investigation by future researchers.
{"title":"Fear of Missing Out, Social Media Engagement and Social Anxiety Among Filipino First Year College Students: A Mediation Analysis","authors":"Camille Vinluan Hernandez, Ryan Jello Atienza Reyes, Kevin Carl Montano Tejada, L. R. De Luna","doi":"10.1145/3578837.3578881","DOIUrl":"https://doi.org/10.1145/3578837.3578881","url":null,"abstract":"Social media use is rampant in today's generation. In the Philippines, which is one of the countries with the greatest number of people using social networking sites (SNS), it was found that 50% of Filipinos aged 14 to 23 use the internet. People's upsurge reliance on digital technology and social media engagement (SME) seems to be affecting certain aspects of their lives, especially psychologically. This study identified the significant positive relationship between (1) SME and social anxiety (SA); (2) SME and fear of missing out (FoMO); (3) FoMO and SA; and (4) FoMO as mediator to the relationship between SME and SA. The data gathering was conducted through online forms and standardized questionnaires (SMEQ, SIAS, and FoMOS), served as main instruments. The 263 respondents were first-year college students from private and public universities and colleges in Calamba City, Laguna and were selected using convenience sampling. The data were analyzed through the use of PLS-SEM. This study revealed that excessive exposure to social media increases the risk of having the FoMO (β = 0.133; p = 0.014) and demonstrated that young adults are more likely to develop SA if they have FoMO (β = 0.367; p<0.001). However, this study did not support the significant positive relationship between SME and SA (β = 0.133; p = 0.014) and the mediating effect of FoMO on the relationship between SME and SA (β = 0.049; p=0.130). The study's findings evidently contribute to the knowledge about the relation of social media to mental health, but also help conclude that other possible factors may affect the said variables and recommend a much in-depth investigation by future researchers.","PeriodicalId":150970,"journal":{"name":"Proceedings of the 2022 6th International Conference on Education and E-Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129331922","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The rapid development of information technology has provided many kinds of platforms, methods and possibilities for ESP teaching. This research adopted the method of blend learning based on SPOC and VR, aiming to build a new teaching mode to effectively improve English learners' communicative ability and professional knowledge mastery. Taking the maritime English course as an example, a systematic class design is given, elaborating the procedure of knowledge learning before class, knowledge internalization in class, and knowledge application after class. The way to apply SPOC and VR is also discussed in detail. At last, a teaching effect evaluation based on test results and a questionnaire is given, proving that blended learning of ESP based on SPOC and VR is conducive to the substantial improvement of learning interest and learning efficiency. This research also provides valuable enlightenment for the future teaching implementation.
{"title":"Blended Learning of ESP Based on SPOC and VR: A Case Study of Maritime English Course","authors":"W. Lyu, Lianbo Li","doi":"10.1145/3578837.3578854","DOIUrl":"https://doi.org/10.1145/3578837.3578854","url":null,"abstract":"The rapid development of information technology has provided many kinds of platforms, methods and possibilities for ESP teaching. This research adopted the method of blend learning based on SPOC and VR, aiming to build a new teaching mode to effectively improve English learners' communicative ability and professional knowledge mastery. Taking the maritime English course as an example, a systematic class design is given, elaborating the procedure of knowledge learning before class, knowledge internalization in class, and knowledge application after class. The way to apply SPOC and VR is also discussed in detail. At last, a teaching effect evaluation based on test results and a questionnaire is given, proving that blended learning of ESP based on SPOC and VR is conducive to the substantial improvement of learning interest and learning efficiency. This research also provides valuable enlightenment for the future teaching implementation.","PeriodicalId":150970,"journal":{"name":"Proceedings of the 2022 6th International Conference on Education and E-Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133886005","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Student learning behavior not only shows student participation in the teaching process, but also affects the quality of teaching directly. However, manual observation and coding of student behaviors exist with high workload and are susceptible to subjective factors of analysts. Combining artificial intelligence and other technologies to achieve recognition and analysis of classroom student behavior is also a prevailing research trend. The current student behavior recognition system has problems such as failing to pay attention to the interference of teacher activates for student behavior recognition, fewer behavioral categories of students that can be recognized through visual information alone. Therefore, this paper develops a system of recognition of student learning behaviors in classroom teaching videos by a method on recognition of student learning behaviors based on audio-visual information to identify student learning behaviors in teaching videos. First, this paper designs a pre-annotation module in which the user marks the teacher's image, voice, and silent clips for providing accurate identification of subsequent student behaviors. Second, the student behavior recognition module provides for the recognition of eight categories of student behaviors in real classroom teaching videos and visualizes the results so that users can understand the percentage of student learning behaviors in the current teaching clip and the temporal changes of individual behavior categories. The purpose of system is to assist teachers to be able to count student learning behaviors in the classroom quickly and scientifically and grasp student learning dynamics for data-enabled classroom teaching analysis.
{"title":"Design and Implementation of System of Recognition of Students’ Learning Behavior in Classroom Teaching Videos","authors":"Gang Zhao, J. Wang, Jiaojiao Li, J. Chu, Nan Wu","doi":"10.1145/3578837.3578843","DOIUrl":"https://doi.org/10.1145/3578837.3578843","url":null,"abstract":"Student learning behavior not only shows student participation in the teaching process, but also affects the quality of teaching directly. However, manual observation and coding of student behaviors exist with high workload and are susceptible to subjective factors of analysts. Combining artificial intelligence and other technologies to achieve recognition and analysis of classroom student behavior is also a prevailing research trend. The current student behavior recognition system has problems such as failing to pay attention to the interference of teacher activates for student behavior recognition, fewer behavioral categories of students that can be recognized through visual information alone. Therefore, this paper develops a system of recognition of student learning behaviors in classroom teaching videos by a method on recognition of student learning behaviors based on audio-visual information to identify student learning behaviors in teaching videos. First, this paper designs a pre-annotation module in which the user marks the teacher's image, voice, and silent clips for providing accurate identification of subsequent student behaviors. Second, the student behavior recognition module provides for the recognition of eight categories of student behaviors in real classroom teaching videos and visualizes the results so that users can understand the percentage of student learning behaviors in the current teaching clip and the temporal changes of individual behavior categories. The purpose of system is to assist teachers to be able to count student learning behaviors in the classroom quickly and scientifically and grasp student learning dynamics for data-enabled classroom teaching analysis.","PeriodicalId":150970,"journal":{"name":"Proceedings of the 2022 6th International Conference on Education and E-Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124904105","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The development and application of information technology have a certain degree of impact on education, which is both an opportunity and a challenge. Education as a way to rejuvenate the nation, many countries are exploring the integration of technology and education so as to achieve better development. The use of education innovation classroom teaching methods, cultivate students' ability to explore, independent learning ability, thinking ability is the new era of education is more dynamic, change the traditional education, to achieve new education ideas. The classroom is the realization of education, the wisdom of the classroom with the help of a variety of technical means, so that the teaching center toward the students, In the change of teaching mode, it is not difficult for middle school students to study independently and study cooperatively, and the teaching goal of cultivating students into innovative and intelligent talents can be achieved through individualized teaching
{"title":"A Study on the Interaction Effect between Teachers and Students in Junior Middle School Chinese Classroom Teaching under Wisdom Class","authors":"G. Huang, Y. Liu, Lan Liang","doi":"10.1145/3578837.3578866","DOIUrl":"https://doi.org/10.1145/3578837.3578866","url":null,"abstract":"The development and application of information technology have a certain degree of impact on education, which is both an opportunity and a challenge. Education as a way to rejuvenate the nation, many countries are exploring the integration of technology and education so as to achieve better development. The use of education innovation classroom teaching methods, cultivate students' ability to explore, independent learning ability, thinking ability is the new era of education is more dynamic, change the traditional education, to achieve new education ideas. The classroom is the realization of education, the wisdom of the classroom with the help of a variety of technical means, so that the teaching center toward the students, In the change of teaching mode, it is not difficult for middle school students to study independently and study cooperatively, and the teaching goal of cultivating students into innovative and intelligent talents can be achieved through individualized teaching","PeriodicalId":150970,"journal":{"name":"Proceedings of the 2022 6th International Conference on Education and E-Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115130439","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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