Several new types of sense gloves have been developed in recent years. These can generate a dynamically changing haptic force for each individual finger and can be effectively integrated with virtual environments that contain new applications. This research project aims to develop new innovative virtual reality learning environments (VRLEs) based on this novel technology, with a focus on the gripping and manipulation of virtual objects. A virtual laboratory was set up containing sense gloves and virtual input and output devices. The aim was to establish a virtual training tool for automotive and mechanical engineering students, as well as service technicians. The sense gloves were integrated into Unity and SteamVR for the interaction and motion tracking of virtual objects. To ensure real time interaction when capturing and manipulating virtual objects, effective communication was required between the designed objects and layers making up the sense glove. Access to the virtual glove from the Unity libraries was the preferred option to generate the required events while the virtual objects were in contact with the sense gloves.
{"title":"Virtual Reality Learning Environment with Haptic Gloves","authors":"T. Civelek, Arnulph Fuhrmann","doi":"10.1145/3528137.3528142","DOIUrl":"https://doi.org/10.1145/3528137.3528142","url":null,"abstract":"Several new types of sense gloves have been developed in recent years. These can generate a dynamically changing haptic force for each individual finger and can be effectively integrated with virtual environments that contain new applications. This research project aims to develop new innovative virtual reality learning environments (VRLEs) based on this novel technology, with a focus on the gripping and manipulation of virtual objects. A virtual laboratory was set up containing sense gloves and virtual input and output devices. The aim was to establish a virtual training tool for automotive and mechanical engineering students, as well as service technicians. The sense gloves were integrated into Unity and SteamVR for the interaction and motion tracking of virtual objects. To ensure real time interaction when capturing and manipulating virtual objects, effective communication was required between the designed objects and layers making up the sense glove. Access to the virtual glove from the Unity libraries was the preferred option to generate the required events while the virtual objects were in contact with the sense gloves.","PeriodicalId":440758,"journal":{"name":"Proceedings of the 2022 3rd International Conference on Education Development and Studies","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133681955","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}
Today, there is hardly an area of social life that has not been affected by the consequences of the spread of COVID-19. The impact of the coronavirus pandemic on the higher education system varies from country to country and varies from region to region. Nevertheless, we can trace the general vector of these changes: the pandemic has put universities in difficult conditions, forcing them to adapt to current events as quickly as possible, spend significant funds on accelerated digitalization and often make decisions without taking into account the possible consequences. The pandemic negatively affected international cooperation in the field of education and science: international travel was canceled, exchange and academic mobility programs for students and academic staff were suspended, and many research cooperation programs were suspended.
{"title":"Distance Education at Universities during the COVID-19 Pandemic (on the Example of the Republic of Kazakhstan)","authors":"L. Zainiyeva, A. Abzhapparova","doi":"10.1145/3528137.3528140","DOIUrl":"https://doi.org/10.1145/3528137.3528140","url":null,"abstract":"Today, there is hardly an area of social life that has not been affected by the consequences of the spread of COVID-19. The impact of the coronavirus pandemic on the higher education system varies from country to country and varies from region to region. Nevertheless, we can trace the general vector of these changes: the pandemic has put universities in difficult conditions, forcing them to adapt to current events as quickly as possible, spend significant funds on accelerated digitalization and often make decisions without taking into account the possible consequences. The pandemic negatively affected international cooperation in the field of education and science: international travel was canceled, exchange and academic mobility programs for students and academic staff were suspended, and many research cooperation programs were suspended.","PeriodicalId":440758,"journal":{"name":"Proceedings of the 2022 3rd International Conference on Education Development and Studies","volume":"82 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129014637","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}
Higher education is an important part of social development and progress. However, the shortage of higher education resources and the lack of education investment always exist. The ever expanding demand for education makes the education resources which are not abundant more limited. The quality of higher education evaluation plays a very important role in the rapid and stable development of education. At present, the research methods of higher education evaluation are mostly based on qualitative analysis. In the quantitative analysis and research, the health and sustainable development of higher education are often ignored at the target level, and the correlation of various factors in the system is ignored, which has an adverse impact on the evaluation of higher education work and the formulation of reasonable higher education development strategy in the future. This paper applies the idea of multivariate statistical analysis flexibly and efficiently, and establishes a factor analysis model of higher education evaluation based on the perspective of ecosystem under the support of the concept of sustainable development of ecosystem, so as to systematize the application of multivariate statistical analysis in higher education evaluation. The health and sustainability of 16 countries were studied by using the model. Finally, we made a comprehensive evaluation and ranking of them. On the basis of factor stratification, the four common factor modules of comprehensive evaluation are analyzed in detail, which provides a direction basis for the development of follow-up higher education in relevant countries.
{"title":"Higher Education Evaluation Model Based on Multivariate Statistical Analysis from the Perspective of Ecosystem","authors":"Shen Zhao","doi":"10.1145/3528137.3528156","DOIUrl":"https://doi.org/10.1145/3528137.3528156","url":null,"abstract":"Higher education is an important part of social development and progress. However, the shortage of higher education resources and the lack of education investment always exist. The ever expanding demand for education makes the education resources which are not abundant more limited. The quality of higher education evaluation plays a very important role in the rapid and stable development of education. At present, the research methods of higher education evaluation are mostly based on qualitative analysis. In the quantitative analysis and research, the health and sustainable development of higher education are often ignored at the target level, and the correlation of various factors in the system is ignored, which has an adverse impact on the evaluation of higher education work and the formulation of reasonable higher education development strategy in the future. This paper applies the idea of multivariate statistical analysis flexibly and efficiently, and establishes a factor analysis model of higher education evaluation based on the perspective of ecosystem under the support of the concept of sustainable development of ecosystem, so as to systematize the application of multivariate statistical analysis in higher education evaluation. The health and sustainability of 16 countries were studied by using the model. Finally, we made a comprehensive evaluation and ranking of them. On the basis of factor stratification, the four common factor modules of comprehensive evaluation are analyzed in detail, which provides a direction basis for the development of follow-up higher education in relevant countries.","PeriodicalId":440758,"journal":{"name":"Proceedings of the 2022 3rd International Conference on Education Development and Studies","volume":"388 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131420078","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}
As security begins to shift to a global priority, it is important to note the changing threat landscape and potential abuse scenarios that may propagate from emerging technologies. With each new technology there coincides threats and challenges that have not yet been discovered or answered. With the unprecedented growth that is being realized for technology to impact every aspect of society there are notable obstacles in various fields such as the internet of things, autonomous systems, and artificial intelligence that need to be corrected. Ensuring that the security measures for these systems is equivalent to the impact and roles that they play in society is key in guaranteeing their safety, reliability, and practicality. To ensure that this vision of security is attained there is an overarching need for initiatives and corporations to invest abundant resources into the Research and Development (R&D) regarding security implementation in these technologies. This impacts the way in which security professionals must investigate and actualize corrective measures due to the complexities and uniqueness that corresponds with each of these state-of-the-art fields.
{"title":"On Security Implications of Emerging Technologies","authors":"C. Collum, H. Kettani","doi":"10.1145/3528137.3528159","DOIUrl":"https://doi.org/10.1145/3528137.3528159","url":null,"abstract":"As security begins to shift to a global priority, it is important to note the changing threat landscape and potential abuse scenarios that may propagate from emerging technologies. With each new technology there coincides threats and challenges that have not yet been discovered or answered. With the unprecedented growth that is being realized for technology to impact every aspect of society there are notable obstacles in various fields such as the internet of things, autonomous systems, and artificial intelligence that need to be corrected. Ensuring that the security measures for these systems is equivalent to the impact and roles that they play in society is key in guaranteeing their safety, reliability, and practicality. To ensure that this vision of security is attained there is an overarching need for initiatives and corporations to invest abundant resources into the Research and Development (R&D) regarding security implementation in these technologies. This impacts the way in which security professionals must investigate and actualize corrective measures due to the complexities and uniqueness that corresponds with each of these state-of-the-art fields.","PeriodicalId":440758,"journal":{"name":"Proceedings of the 2022 3rd International Conference on Education Development and Studies","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132790157","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}
Online assessment is the key issue of studying online learning during the COVID-19 pandemic. Often, online assessments are understood as the mirror to face-to-face learning assessments. In fact, online assessment should start from the premise that all interactive learning strategies are assessment strategies, and as such should be considered for their value in measuring the experiences of students and instructors. This study used the phenomenological method of qualitative research through in-depth interviews with 14 college students and 6 instructors. Based on this, it explored the perception of online assessment in Macao higher learning institutions from the complementary perspectives of college students and instructors, and constructed a theoretical model. The main research findings are that after the assessment shifted from offline to online, some new features appeared, and corresponding changes in form and function occurred. Formally, online assessment is manifested as single subjectivity and flexible diversity, which leads to the assessment dilemma of lack of constructive alignment. At the same time, the functions of assessment have also been extended and even alienated. So the effect of online assessment is not satisfactory. The recommendations for the development of the technological environment and the changes of formative and summative assessment are also discussed in this paper. In terms of the technological environment, efforts need to be made to provide more authentic online learning experiences with synchronous feedback and flexible interaction. In order to help develop a holistic person with online learning, which is the ultimate goal of learning, corresponding criterion-referenced assessment and functions of assessment should be improved accordingly to promote student learning while considering students’ recognition and facilitate the co-construction of knowledge between instructors and students. In addition, future research can focus on the development of the readiness of assessment technology, as well as the form and purpose of assessment. Overall, this study provides a more comprehensive understanding of online learning and assessment from the dual perspectives of instructors and students, which could help further studies in this field.
{"title":"A Phenomenological Study of Online Assessment Perceptions of Macao Higher Learning Institutions During the COVID-19 Pandemic: :Dual Perspectives of Students and Instructors","authors":"Hongfeng Zhang, K. Li, J. Lam","doi":"10.1145/3528137.3528151","DOIUrl":"https://doi.org/10.1145/3528137.3528151","url":null,"abstract":"Online assessment is the key issue of studying online learning during the COVID-19 pandemic. Often, online assessments are understood as the mirror to face-to-face learning assessments. In fact, online assessment should start from the premise that all interactive learning strategies are assessment strategies, and as such should be considered for their value in measuring the experiences of students and instructors. This study used the phenomenological method of qualitative research through in-depth interviews with 14 college students and 6 instructors. Based on this, it explored the perception of online assessment in Macao higher learning institutions from the complementary perspectives of college students and instructors, and constructed a theoretical model. The main research findings are that after the assessment shifted from offline to online, some new features appeared, and corresponding changes in form and function occurred. Formally, online assessment is manifested as single subjectivity and flexible diversity, which leads to the assessment dilemma of lack of constructive alignment. At the same time, the functions of assessment have also been extended and even alienated. So the effect of online assessment is not satisfactory. The recommendations for the development of the technological environment and the changes of formative and summative assessment are also discussed in this paper. In terms of the technological environment, efforts need to be made to provide more authentic online learning experiences with synchronous feedback and flexible interaction. In order to help develop a holistic person with online learning, which is the ultimate goal of learning, corresponding criterion-referenced assessment and functions of assessment should be improved accordingly to promote student learning while considering students’ recognition and facilitate the co-construction of knowledge between instructors and students. In addition, future research can focus on the development of the readiness of assessment technology, as well as the form and purpose of assessment. Overall, this study provides a more comprehensive understanding of online learning and assessment from the dual perspectives of instructors and students, which could help further studies in this field.","PeriodicalId":440758,"journal":{"name":"Proceedings of the 2022 3rd International Conference on Education Development and Studies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114292608","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 3rd International Conference on Education Development and Studies","authors":"","doi":"10.1145/3528137","DOIUrl":"https://doi.org/10.1145/3528137","url":null,"abstract":"","PeriodicalId":440758,"journal":{"name":"Proceedings of the 2022 3rd International Conference on Education Development and Studies","volume":"18 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":"125282567","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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