In order to realize college students' digital English learning, this paper will carry out relevant research from the perspective of big data technology and massive open online courses(MOOCs). This paper first introduces the basic concepts of big data technology, massive open online courses(MOOCs) and English digital learning and their relationships, then analyzes the advantages of English digital learning, and finally puts forward the realization methods of English digital learning. Based on big data technology and massive open online courses(MOOCs), digital English learning for college students can be realized. This learning method has more advantages and can improve the efficiency, convenience and final quality of students' learning.
{"title":"Big Data Technology and E-Learning for College Students from the Perspective of MOOCs","authors":"Jingbo Zhen","doi":"10.1145/3578837.3578863","DOIUrl":"https://doi.org/10.1145/3578837.3578863","url":null,"abstract":"In order to realize college students' digital English learning, this paper will carry out relevant research from the perspective of big data technology and massive open online courses(MOOCs). This paper first introduces the basic concepts of big data technology, massive open online courses(MOOCs) and English digital learning and their relationships, then analyzes the advantages of English digital learning, and finally puts forward the realization methods of English digital learning. Based on big data technology and massive open online courses(MOOCs), digital English learning for college students can be realized. This learning method has more advantages and can improve the efficiency, convenience and final quality of students' learning.","PeriodicalId":150970,"journal":{"name":"Proceedings of the 2022 6th International Conference on Education and E-Learning","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134295171","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 growing attention to the Middle Ages in scientific discourse (neo-medievalism, H. Bull, A. C. Arend, S. J. Kobrin), in traditional media and popular culture (e.g. “The Last Kingdom” television series) in turn, led to a widespread representation of medieval theme in digital new media and virtual reality of modern video games. The paper investigates the gamification of the Middle Ages on the example of one of the most historically accurate video games, “Kingdom Come: Deliverance” (KCD). This role-playing game with its careful attention to historical heritage can be an educational game tutorial on medieval history (in the setting of the medieval Kingdom of Bohemia). KCD represents period-accurate society, politics and religion, as well as weapons, clothing, combat techniques, and architecture (recreated with the assistance of architects and historians), historical events, characters and immersive gameplay. The medieval history, boring for some students, takes on fascinating forms of a role-playing video game. The virtual world of KCD can help solve the problem of student motivation and “involvement” (E. Goffman). The emphasis, in this case, is not on the formal academic extrinsic motivation, but on the intrinsic motivation (A. Marczewski) and key drivers for motivation (Y.-K. Chou), provided by the detailed, and historically accurate virtual medieval world of KCD, both at the ludological (gameplay) and narratological (historical plot) levels. This allows us to speak of KCD, as, in fact, gamification of the Middle Ages. In terms of methodology, the study uses the actual models and theories of gamification (Y.-K. Chou, A. Marczewski, S. Deterding, R. Bartle), the dichotomy of ludology and narratology (G. Frasca, J. Juul), the non-reductionist approach (I. Bogost), the concept of the “involvement” (E. Goffman), the principle of historicism and regional typology. The findings of the paper can be useful for modern educational, historical, cultural and game studies.
科学话语(neo- medialism, H. Bull, a . C. Arend, S. J. Kobrin)、传统媒体和流行文化(如《最后的王国》电视剧)对中世纪的关注不断增加，导致中世纪主题在数字新媒体和现代电子游戏的虚拟现实中得到广泛体现。本文以历史上最准确的电子游戏之一《Kingdom Come: Deliverance》(KCD)为例，研究中世纪的游戏化。这款关注历史遗产的角色扮演游戏可以作为中世纪历史的教育游戏教程(游戏邦注:以中世纪的波西米亚王国为背景)。KCD代表了准确的社会，政治和宗教，以及武器，服装，战斗技术，建筑(在建筑师和历史学家的帮助下重建)，历史事件，人物和沉浸式游戏。对一些学生来说很无聊的中世纪历史，呈现出一种令人着迷的角色扮演电子游戏形式。KCD的虚拟世界有助于解决学生的动机和“参与”问题(E. Goffman)。在这种情况下，重点不是正式的学术外在动机，而是内在动机(A. Marczewski)和动机的关键驱动因素(Y.-K.)。，由KCD提供详细的，历史上准确的虚拟中世纪世界，无论是在游戏学(游戏玩法)还是叙事学(历史情节)层面。这让我们可以说KCD，实际上是中世纪的游戏化。在方法论上，本研究采用了游戏化的实际模型和理论(y - k。Chou, A. Marczewski, S. Deterding, R. Bartle)， ludology和叙事学的二分法(G. Frasca, J. Juul)，非还原主义方法(I. Bogost)，“参与”的概念(E. Goffman)，历史主义原则和区域类型学。本文的研究结果对现代教育、历史、文化和游戏研究具有借鉴意义。
{"title":"Gamification of the Middle Ages: Educational Discourse of “Kingdom Come: Deliverance”","authors":"A. Sukhov","doi":"10.1145/3578837.3578846","DOIUrl":"https://doi.org/10.1145/3578837.3578846","url":null,"abstract":"The growing attention to the Middle Ages in scientific discourse (neo-medievalism, H. Bull, A. C. Arend, S. J. Kobrin), in traditional media and popular culture (e.g. “The Last Kingdom” television series) in turn, led to a widespread representation of medieval theme in digital new media and virtual reality of modern video games. The paper investigates the gamification of the Middle Ages on the example of one of the most historically accurate video games, “Kingdom Come: Deliverance” (KCD). This role-playing game with its careful attention to historical heritage can be an educational game tutorial on medieval history (in the setting of the medieval Kingdom of Bohemia). KCD represents period-accurate society, politics and religion, as well as weapons, clothing, combat techniques, and architecture (recreated with the assistance of architects and historians), historical events, characters and immersive gameplay. The medieval history, boring for some students, takes on fascinating forms of a role-playing video game. The virtual world of KCD can help solve the problem of student motivation and “involvement” (E. Goffman). The emphasis, in this case, is not on the formal academic extrinsic motivation, but on the intrinsic motivation (A. Marczewski) and key drivers for motivation (Y.-K. Chou), provided by the detailed, and historically accurate virtual medieval world of KCD, both at the ludological (gameplay) and narratological (historical plot) levels. This allows us to speak of KCD, as, in fact, gamification of the Middle Ages. In terms of methodology, the study uses the actual models and theories of gamification (Y.-K. Chou, A. Marczewski, S. Deterding, R. Bartle), the dichotomy of ludology and narratology (G. Frasca, J. Juul), the non-reductionist approach (I. Bogost), the concept of the “involvement” (E. Goffman), the principle of historicism and regional typology. The findings of the paper can be useful for modern educational, historical, cultural and game studies.","PeriodicalId":150970,"journal":{"name":"Proceedings of the 2022 6th International Conference on Education and E-Learning","volume":"12 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133970790","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}
Leonor GuimarãEs, Nuno Martins, Leonardo Pereira, E. Penedos-Santiago, Daniel Brandão
The study presented in this paper is part of the investigation project “Echoing the Communal Self (ECHO)”, consisting of the development of an online platform that identifies, interprets and disseminates current self-regulated community practices in social housing neighbourhoods in the city of Vila Nova de Gaia, in Portugal. This online platform intends to reach individuals of similar disadvantaged communities, aiming to stimulate, teach and guide them towards the replication of such good practices. Given that most of these individuals show low levels of education and literacy, this study intends to identify a set of guiding UX and UI principles that will serve as a base to the development of the online platform, guaranteeing its efficient usage by this target group. The methodologies were based on a literature review in the fields of UX and UI; serving as the basis for a first sketch of the interface. This study results show that UIs for low literacy users should be simple, clear and objective, considering the users pains and difficulties.
{"title":"Interface design guidelines for low literature users: a literature review","authors":"Leonor GuimarãEs, Nuno Martins, Leonardo Pereira, E. Penedos-Santiago, Daniel Brandão","doi":"10.1145/3578837.3578842","DOIUrl":"https://doi.org/10.1145/3578837.3578842","url":null,"abstract":"The study presented in this paper is part of the investigation project “Echoing the Communal Self (ECHO)”, consisting of the development of an online platform that identifies, interprets and disseminates current self-regulated community practices in social housing neighbourhoods in the city of Vila Nova de Gaia, in Portugal. This online platform intends to reach individuals of similar disadvantaged communities, aiming to stimulate, teach and guide them towards the replication of such good practices. Given that most of these individuals show low levels of education and literacy, this study intends to identify a set of guiding UX and UI principles that will serve as a base to the development of the online platform, guaranteeing its efficient usage by this target group. The methodologies were based on a literature review in the fields of UX and UI; serving as the basis for a first sketch of the interface. This study results show that UIs for low literacy users should be simple, clear and objective, considering the users pains and difficulties.","PeriodicalId":150970,"journal":{"name":"Proceedings of the 2022 6th International Conference on Education and E-Learning","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134604913","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}
With the spread of information technology in Chinese education, the flipped classroom, an innovative learning method with the potential to improve teaching effectiveness, is gradually gaining attention from scholars. However, limited research has been conducted on Chinese language teaching in the flipped classroom, which is a major subject for a large number of Chinese students. It has been shown that the motivation of students to study in flipped classroom activities can be affected by many factors and they may impact the effectiveness of the course. Therefore, this study randomly selected 48 Grade 8 students from Mainland China to participate in three-week Chinese reading flipped classroom activities. Both quantitative (questionnaires) and qualitative (interviews) methods were used to explore which factors significantly impacted students' motivation in the Chinese reading flipped classroom activities and how these factors influenced students from the student's perspective. The results showed that students' self-motivation (e.g., learning will) and self-efficacy (e.g., learning behavior) were the main factors influencing students' motivation to participate in the Chinese reading flipped classrooms, with averages of 4.239 and 4.163 respectively. And students' controlled motivation (e.g. study cognitive) was not a major factor with an average of 2.674. Through thematic analysis, it was concluded that students' self-achievement and exploratory desire stimulated their self-motivation and self-efficacy to learn in the Chinese reading flipped classrooms. In summary, this study provides educators with insights into how to increase student learning motivation.
{"title":"Factors Affecting Grade Eight Students' Learning Motivation in Chinese Reading when Learning with Flipped Classroom Approach","authors":"Jiayao Tang, A. Tse","doi":"10.1145/3578837.3578850","DOIUrl":"https://doi.org/10.1145/3578837.3578850","url":null,"abstract":"With the spread of information technology in Chinese education, the flipped classroom, an innovative learning method with the potential to improve teaching effectiveness, is gradually gaining attention from scholars. However, limited research has been conducted on Chinese language teaching in the flipped classroom, which is a major subject for a large number of Chinese students. It has been shown that the motivation of students to study in flipped classroom activities can be affected by many factors and they may impact the effectiveness of the course. Therefore, this study randomly selected 48 Grade 8 students from Mainland China to participate in three-week Chinese reading flipped classroom activities. Both quantitative (questionnaires) and qualitative (interviews) methods were used to explore which factors significantly impacted students' motivation in the Chinese reading flipped classroom activities and how these factors influenced students from the student's perspective. The results showed that students' self-motivation (e.g., learning will) and self-efficacy (e.g., learning behavior) were the main factors influencing students' motivation to participate in the Chinese reading flipped classrooms, with averages of 4.239 and 4.163 respectively. And students' controlled motivation (e.g. study cognitive) was not a major factor with an average of 2.674. Through thematic analysis, it was concluded that students' self-achievement and exploratory desire stimulated their self-motivation and self-efficacy to learn in the Chinese reading flipped classrooms. In summary, this study provides educators with insights into how to increase student learning motivation.","PeriodicalId":150970,"journal":{"name":"Proceedings of the 2022 6th International Conference on Education and E-Learning","volume":"3 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113931482","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}
At present, educational games have attracted more and more attention.Based on unity engine, an RPG puzzle game for children's education is designed and developed. On the premise of ensuring children's safety, children can explore freely in virtual reality and fully cultivate children's curiosity for knowledge.Let children acquire knowledge and achieve their own development by means of teaching in fun. The main work is as follows: 1. In the aspect of game character movement, the movement control of the character is realized by calling the relevant move function. In order to change the phenomenon that the character takes off when going downhill, the character movement vector is recalculated by ray detection to avoid this problem. 2. In the implementation of UI interaction, the interaction between players and game scenes is realized by adding callback functions. Static variables are defined between the roles of the environment, and the interaction status is determined by detecting the variables. 3. In terms of rendering methods, it imitates the non-photorealistic rendering methods in the game in recent years and replaces the default realistic rendering calculation of unity engine. Based on Phong lighting model, non-photorealistic rendering is realized by rewriting the shader. 4. In the game scene, the learning mode and breakthrough mode are constructed to achieve the effect of learning and practice. The purpose of this research paper is to improve the issue of children's education, which is not only an improvement in children's education methods, but also an improvement in the concept of children's parents, to understand education in the information age, and not limited to traditional teaching modes, and to pursue a broader world, and to view the process of the times with a development perspective. It mainly discusses the technology and concept of game scene construction, the implementation of character motion system, the establishment and discussion of UI interaction system, and the elaboration and reconstruction of rendering techniques.
{"title":"Discussion on Educational Games Based on Unity","authors":"Zhiyong Hu, Qing Xu, Guang Huang","doi":"10.1145/3578837.3578847","DOIUrl":"https://doi.org/10.1145/3578837.3578847","url":null,"abstract":"At present, educational games have attracted more and more attention.Based on unity engine, an RPG puzzle game for children's education is designed and developed. On the premise of ensuring children's safety, children can explore freely in virtual reality and fully cultivate children's curiosity for knowledge.Let children acquire knowledge and achieve their own development by means of teaching in fun. The main work is as follows: 1. In the aspect of game character movement, the movement control of the character is realized by calling the relevant move function. In order to change the phenomenon that the character takes off when going downhill, the character movement vector is recalculated by ray detection to avoid this problem. 2. In the implementation of UI interaction, the interaction between players and game scenes is realized by adding callback functions. Static variables are defined between the roles of the environment, and the interaction status is determined by detecting the variables. 3. In terms of rendering methods, it imitates the non-photorealistic rendering methods in the game in recent years and replaces the default realistic rendering calculation of unity engine. Based on Phong lighting model, non-photorealistic rendering is realized by rewriting the shader. 4. In the game scene, the learning mode and breakthrough mode are constructed to achieve the effect of learning and practice. The purpose of this research paper is to improve the issue of children's education, which is not only an improvement in children's education methods, but also an improvement in the concept of children's parents, to understand education in the information age, and not limited to traditional teaching modes, and to pursue a broader world, and to view the process of the times with a development perspective. It mainly discusses the technology and concept of game scene construction, the implementation of character motion system, the establishment and discussion of UI interaction system, and the elaboration and reconstruction of rendering techniques.","PeriodicalId":150970,"journal":{"name":"Proceedings of the 2022 6th International Conference on Education and E-Learning","volume":"88 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126201213","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}
{"title":"Proceedings of the 2022 6th International Conference on Education and E-Learning","authors":"","doi":"10.1145/3578837","DOIUrl":"https://doi.org/10.1145/3578837","url":null,"abstract":"","PeriodicalId":150970,"journal":{"name":"Proceedings of the 2022 6th International Conference on Education and E-Learning","volume":"83 5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116408619","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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