Landscape garden design is an important design foundation course for undergraduate students of landscape architecture in China, but the current classroom teaching has the problem of limited spatial dimension of the course. This paper proposes a virtual scene model construction method through the computer software with the creation of the need to display the scene. This virtual reality technology has immersive, interactive, and risqué characteristics. This paper focuses on the key points of virtual reality technology, discusses the specific implementation method of virtual reality technology in the “landscape garden design” course, and introduces the interactive control principle. The results of the research show that virtual reality technology to assist teaching can cultivate students' spatial thinking and enhance students' spatial simulation experience, greatly reducing the cost of traditional teaching.
{"title":"On the Application of Digitized Virtual Reality Technology in the Teaching of Landscape Architecture Design","authors":"Anping Yu, Zheng Xu","doi":"10.4018/ijicte.339203","DOIUrl":"https://doi.org/10.4018/ijicte.339203","url":null,"abstract":"Landscape garden design is an important design foundation course for undergraduate students of landscape architecture in China, but the current classroom teaching has the problem of limited spatial dimension of the course. This paper proposes a virtual scene model construction method through the computer software with the creation of the need to display the scene. This virtual reality technology has immersive, interactive, and risqué characteristics. This paper focuses on the key points of virtual reality technology, discusses the specific implementation method of virtual reality technology in the “landscape garden design” course, and introduces the interactive control principle. The results of the research show that virtual reality technology to assist teaching can cultivate students' spatial thinking and enhance students' spatial simulation experience, greatly reducing the cost of traditional teaching.","PeriodicalId":55970,"journal":{"name":"International Journal of Information and Communication Technology Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140443542","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}
In the 6G network environment, the flipped classroom teaching mode has broader prospective applications for improving the drawbacks of traditional classroom teaching methods. This study aims to explore the advantages of the flipped classroom teaching mode in the 6G network environment and provide feasible teaching strategies and guidance for English teachers. First, the authors collected information about Chinese English learners. Next, they divided the obtained dataset into two groups: the control group and the experimental group. The students in the control group continued to use traditional teaching methods for English teaching, while the students in the experimental group adopted a flipped classroom teaching mode supported by 6G technology. The results indicate that flipped classroom information technology in the 6G network environment has a good effect on English teaching. This article provides a useful reference for the education field and promotes the application of flipped classroom information technology in English teaching in the 6G network environment.
{"title":"The Application of Flipped Classroom Information Technology in English Teaching in the Context of 6G Network","authors":"Xiu Bi, Shuping Ye","doi":"10.4018/ijicte.338322","DOIUrl":"https://doi.org/10.4018/ijicte.338322","url":null,"abstract":"In the 6G network environment, the flipped classroom teaching mode has broader prospective applications for improving the drawbacks of traditional classroom teaching methods. This study aims to explore the advantages of the flipped classroom teaching mode in the 6G network environment and provide feasible teaching strategies and guidance for English teachers. First, the authors collected information about Chinese English learners. Next, they divided the obtained dataset into two groups: the control group and the experimental group. The students in the control group continued to use traditional teaching methods for English teaching, while the students in the experimental group adopted a flipped classroom teaching mode supported by 6G technology. The results indicate that flipped classroom information technology in the 6G network environment has a good effect on English teaching. This article provides a useful reference for the education field and promotes the application of flipped classroom information technology in English teaching in the 6G network environment.","PeriodicalId":55970,"journal":{"name":"International Journal of Information and Communication Technology Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139779501","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}
Given the current rapid development of informatization, people will increasingly use online teaching methods to learn for their quality improvement. Starting from the fundamental theories, such as the concept, classification, basic process, task, and method of data mining under the background of Internet Plus, this article analyzes the problems that must be considered in data mining application. Secondly, the Apriori algorithm is studied, the FP-Tree flow chart is established, and the Internet Plus vocational education teaching system model is constructed using multiple databases as data sources. Finally, the results of the teaching system are analyzed and verified, with the model analysis showing that the minimum confidence boost of the system is 0.65, and the minimum support reaches 0.03. The maintainability of the database based on the association rules Apriori algorithm is good; the data entry can be completed smoothly, and the update, deletion, and modification can also be completed smoothly.
{"title":"Construction and Improvement of a Vocational Education and Teaching System Oriented to “Internet+”","authors":"Yan Zhang","doi":"10.4018/ijicte.337897","DOIUrl":"https://doi.org/10.4018/ijicte.337897","url":null,"abstract":"Given the current rapid development of informatization, people will increasingly use online teaching methods to learn for their quality improvement. Starting from the fundamental theories, such as the concept, classification, basic process, task, and method of data mining under the background of Internet Plus, this article analyzes the problems that must be considered in data mining application. Secondly, the Apriori algorithm is studied, the FP-Tree flow chart is established, and the Internet Plus vocational education teaching system model is constructed using multiple databases as data sources. Finally, the results of the teaching system are analyzed and verified, with the model analysis showing that the minimum confidence boost of the system is 0.65, and the minimum support reaches 0.03. The maintainability of the database based on the association rules Apriori algorithm is good; the data entry can be completed smoothly, and the update, deletion, and modification can also be completed smoothly.","PeriodicalId":55970,"journal":{"name":"International Journal of Information and Communication Technology Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139778584","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}
In the 6G network environment, the flipped classroom teaching mode has broader prospective applications for improving the drawbacks of traditional classroom teaching methods. This study aims to explore the advantages of the flipped classroom teaching mode in the 6G network environment and provide feasible teaching strategies and guidance for English teachers. First, the authors collected information about Chinese English learners. Next, they divided the obtained dataset into two groups: the control group and the experimental group. The students in the control group continued to use traditional teaching methods for English teaching, while the students in the experimental group adopted a flipped classroom teaching mode supported by 6G technology. The results indicate that flipped classroom information technology in the 6G network environment has a good effect on English teaching. This article provides a useful reference for the education field and promotes the application of flipped classroom information technology in English teaching in the 6G network environment.
{"title":"The Application of Flipped Classroom Information Technology in English Teaching in the Context of 6G Network","authors":"Xiu Bi, Shuping Ye","doi":"10.4018/ijicte.338322","DOIUrl":"https://doi.org/10.4018/ijicte.338322","url":null,"abstract":"In the 6G network environment, the flipped classroom teaching mode has broader prospective applications for improving the drawbacks of traditional classroom teaching methods. This study aims to explore the advantages of the flipped classroom teaching mode in the 6G network environment and provide feasible teaching strategies and guidance for English teachers. First, the authors collected information about Chinese English learners. Next, they divided the obtained dataset into two groups: the control group and the experimental group. The students in the control group continued to use traditional teaching methods for English teaching, while the students in the experimental group adopted a flipped classroom teaching mode supported by 6G technology. The results indicate that flipped classroom information technology in the 6G network environment has a good effect on English teaching. This article provides a useful reference for the education field and promotes the application of flipped classroom information technology in English teaching in the 6G network environment.","PeriodicalId":55970,"journal":{"name":"International Journal of Information and Communication Technology Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139839294","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}
Given the current rapid development of informatization, people will increasingly use online teaching methods to learn for their quality improvement. Starting from the fundamental theories, such as the concept, classification, basic process, task, and method of data mining under the background of Internet Plus, this article analyzes the problems that must be considered in data mining application. Secondly, the Apriori algorithm is studied, the FP-Tree flow chart is established, and the Internet Plus vocational education teaching system model is constructed using multiple databases as data sources. Finally, the results of the teaching system are analyzed and verified, with the model analysis showing that the minimum confidence boost of the system is 0.65, and the minimum support reaches 0.03. The maintainability of the database based on the association rules Apriori algorithm is good; the data entry can be completed smoothly, and the update, deletion, and modification can also be completed smoothly.
{"title":"Construction and Improvement of a Vocational Education and Teaching System Oriented to “Internet+”","authors":"Yan Zhang","doi":"10.4018/ijicte.337897","DOIUrl":"https://doi.org/10.4018/ijicte.337897","url":null,"abstract":"Given the current rapid development of informatization, people will increasingly use online teaching methods to learn for their quality improvement. Starting from the fundamental theories, such as the concept, classification, basic process, task, and method of data mining under the background of Internet Plus, this article analyzes the problems that must be considered in data mining application. Secondly, the Apriori algorithm is studied, the FP-Tree flow chart is established, and the Internet Plus vocational education teaching system model is constructed using multiple databases as data sources. Finally, the results of the teaching system are analyzed and verified, with the model analysis showing that the minimum confidence boost of the system is 0.65, and the minimum support reaches 0.03. The maintainability of the database based on the association rules Apriori algorithm is good; the data entry can be completed smoothly, and the update, deletion, and modification can also be completed smoothly.","PeriodicalId":55970,"journal":{"name":"International Journal of Information and Communication Technology Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139838312","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}
Mobile learning (M-learning) has become a crucial tool for both students and educators. The unified theory of acceptance and use of technology (UTAUT), the technology acceptance model (TAM), and outside factors were all included in this study's integrative review approach to examine the variables affecting university students' intention to use M-learning and mobile effectiveness. A study at King Faisal University examined the viewpoints of 364 undergraduate and graduate students using a random sampling technique to have better understand the impact of such technological innovation on teaching. Participants in the study were invited to complete a survey created expressly for this study in order to find out if they would still be open to using M-learning to advance the cause of sustainable education. The paradigm of the study was evaluated using a structural equation modeling (SEM) approach and was based on the UTAUT and TAM technology adoption models. The findings demonstrated that each element of the research model had a positive influence on learners' behavioral intention to use M-learning (BIM); it also demonstrated the impact of that intention on long-term educational sustainability. The link between independent characteristics and users' enjoyment and adoption of M-learning is moderated by mobile usability and behavioral control to utilize M-learning. The results also showed that BIM and the utility of mobile devices increased the degree to which M-learning is liked. Mobile usability and BIM both favorably affect sustainable education in terms of user satisfaction and M-learning adaptation. These findings suggest that mobile usability and behavioral intention to utilize M-learning are the main factors influencing the adoption of M-learning in Saudi Arabia's higher education.
移动学习（M-learning）已成为学生和教育工作者的重要工具。本研究采用综合评述法，将技术接受和使用统一理论（UTAUT）、技术接受模型（TAM）和外部因素都纳入其中，以研究影响大学生使用移动学习的意向和移动学习效果的变量。费萨尔国王大学的一项研究采用随机抽样技术，对 364 名本科生和研究生的观点进行了调查，以更好地了解此类技术创新对教学的影响。该研究邀请参与者完成一份专门为本研究制作的调查问卷，以了解他们是否仍然愿意使用移动学习来推进可持续教育事业。研究范式采用结构方程建模（SEM）方法进行评估，并以UTAUT 和 TAM 技术采用模型为基础。研究结果表明，研究模型中的每个要素都对学习者使用移动学习（BIM）的行为意向产生了积极影响；研究结果还证明了这种意向对长期教育可持续性的影响。移动可用性和使用移动学习的行为控制调节了独立特征与用户对移动学习的喜爱和采用之间的联系。研究结果还显示，移动设备的BIM和实用性提高了用户对移动学习的喜爱程度。在用户满意度和移动学习适应性方面，移动可用性和移动信息模型都对可持续教育产生了有利影响。这些研究结果表明，移动可用性和利用移动学习的行为意向是影响沙特阿拉伯高等教育采用移动学习的主要因素。
{"title":"Investigating Students' Intention to Use M-Learning","authors":"M. Almulla","doi":"10.4018/ijicte.337136","DOIUrl":"https://doi.org/10.4018/ijicte.337136","url":null,"abstract":"Mobile learning (M-learning) has become a crucial tool for both students and educators. The unified theory of acceptance and use of technology (UTAUT), the technology acceptance model (TAM), and outside factors were all included in this study's integrative review approach to examine the variables affecting university students' intention to use M-learning and mobile effectiveness. A study at King Faisal University examined the viewpoints of 364 undergraduate and graduate students using a random sampling technique to have better understand the impact of such technological innovation on teaching. Participants in the study were invited to complete a survey created expressly for this study in order to find out if they would still be open to using M-learning to advance the cause of sustainable education. The paradigm of the study was evaluated using a structural equation modeling (SEM) approach and was based on the UTAUT and TAM technology adoption models. The findings demonstrated that each element of the research model had a positive influence on learners' behavioral intention to use M-learning (BIM); it also demonstrated the impact of that intention on long-term educational sustainability. The link between independent characteristics and users' enjoyment and adoption of M-learning is moderated by mobile usability and behavioral control to utilize M-learning. The results also showed that BIM and the utility of mobile devices increased the degree to which M-learning is liked. Mobile usability and BIM both favorably affect sustainable education in terms of user satisfaction and M-learning adaptation. These findings suggest that mobile usability and behavioral intention to utilize M-learning are the main factors influencing the adoption of M-learning in Saudi Arabia's higher education.","PeriodicalId":55970,"journal":{"name":"International Journal of Information and Communication Technology Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139854774","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}
Mobile learning (M-learning) has become a crucial tool for both students and educators. The unified theory of acceptance and use of technology (UTAUT), the technology acceptance model (TAM), and outside factors were all included in this study's integrative review approach to examine the variables affecting university students' intention to use M-learning and mobile effectiveness. A study at King Faisal University examined the viewpoints of 364 undergraduate and graduate students using a random sampling technique to have better understand the impact of such technological innovation on teaching. Participants in the study were invited to complete a survey created expressly for this study in order to find out if they would still be open to using M-learning to advance the cause of sustainable education. The paradigm of the study was evaluated using a structural equation modeling (SEM) approach and was based on the UTAUT and TAM technology adoption models. The findings demonstrated that each element of the research model had a positive influence on learners' behavioral intention to use M-learning (BIM); it also demonstrated the impact of that intention on long-term educational sustainability. The link between independent characteristics and users' enjoyment and adoption of M-learning is moderated by mobile usability and behavioral control to utilize M-learning. The results also showed that BIM and the utility of mobile devices increased the degree to which M-learning is liked. Mobile usability and BIM both favorably affect sustainable education in terms of user satisfaction and M-learning adaptation. These findings suggest that mobile usability and behavioral intention to utilize M-learning are the main factors influencing the adoption of M-learning in Saudi Arabia's higher education.
移动学习（M-learning）已成为学生和教育工作者的重要工具。本研究采用综合评述法，将技术接受和使用统一理论（UTAUT）、技术接受模型（TAM）和外部因素都纳入其中，以研究影响大学生使用移动学习的意向和移动学习效果的变量。费萨尔国王大学的一项研究采用随机抽样技术，对 364 名本科生和研究生的观点进行了调查，以更好地了解此类技术创新对教学的影响。该研究邀请参与者完成一份专门为本研究制作的调查问卷，以了解他们是否仍然愿意使用移动学习来推进可持续教育事业。研究范式采用结构方程建模（SEM）方法进行评估，并以UTAUT 和 TAM 技术采用模型为基础。研究结果表明，研究模型中的每个要素都对学习者使用移动学习（BIM）的行为意向产生了积极影响；研究结果还证明了这种意向对长期教育可持续性的影响。移动可用性和使用移动学习的行为控制调节了独立特征与用户对移动学习的喜爱和采用之间的联系。研究结果还显示，移动设备的BIM和实用性提高了用户对移动学习的喜爱程度。在用户满意度和移动学习适应性方面，移动可用性和移动信息模型都对可持续教育产生了有利影响。这些研究结果表明，移动可用性和利用移动学习的行为意向是影响沙特阿拉伯高等教育采用移动学习的主要因素。
{"title":"Investigating Students' Intention to Use M-Learning","authors":"M. Almulla","doi":"10.4018/ijicte.337136","DOIUrl":"https://doi.org/10.4018/ijicte.337136","url":null,"abstract":"Mobile learning (M-learning) has become a crucial tool for both students and educators. The unified theory of acceptance and use of technology (UTAUT), the technology acceptance model (TAM), and outside factors were all included in this study's integrative review approach to examine the variables affecting university students' intention to use M-learning and mobile effectiveness. A study at King Faisal University examined the viewpoints of 364 undergraduate and graduate students using a random sampling technique to have better understand the impact of such technological innovation on teaching. Participants in the study were invited to complete a survey created expressly for this study in order to find out if they would still be open to using M-learning to advance the cause of sustainable education. The paradigm of the study was evaluated using a structural equation modeling (SEM) approach and was based on the UTAUT and TAM technology adoption models. The findings demonstrated that each element of the research model had a positive influence on learners' behavioral intention to use M-learning (BIM); it also demonstrated the impact of that intention on long-term educational sustainability. The link between independent characteristics and users' enjoyment and adoption of M-learning is moderated by mobile usability and behavioral control to utilize M-learning. The results also showed that BIM and the utility of mobile devices increased the degree to which M-learning is liked. Mobile usability and BIM both favorably affect sustainable education in terms of user satisfaction and M-learning adaptation. These findings suggest that mobile usability and behavioral intention to utilize M-learning are the main factors influencing the adoption of M-learning in Saudi Arabia's higher education.","PeriodicalId":55970,"journal":{"name":"International Journal of Information and Communication Technology Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139795031","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 aims to assess the implementation of smart campus and the students' learning engagement at Zhongshan College, China. A well-structured questionnaire was developed, and information was collected from 277 students and 377 teachers. The results indicate that both groups of respondents highly agree on the construction levels of the smart campus in terms of security operations, academic technology assistance, public relation services, and stakeholders' experience. Furthermore, respondents emphasized that the level of smart campus construction affects students' learning engagement. Specifically, students' personalized learning engagement is affected by the level of smart campus construction in security operations and public relations services. And the degree of students' use of smart learning resources is significantly related to the smart campus construction levels in all four dimensions. This study fills research gaps and provides valuable guidance for the development of smart campuses.
{"title":"Smart Campus and Student Learning Engagement","authors":"Shaobin Chen, Qingrong Li, Tao Wang","doi":"10.4018/ijicte.337611","DOIUrl":"https://doi.org/10.4018/ijicte.337611","url":null,"abstract":"This study aims to assess the implementation of smart campus and the students' learning engagement at Zhongshan College, China. A well-structured questionnaire was developed, and information was collected from 277 students and 377 teachers. The results indicate that both groups of respondents highly agree on the construction levels of the smart campus in terms of security operations, academic technology assistance, public relation services, and stakeholders' experience. Furthermore, respondents emphasized that the level of smart campus construction affects students' learning engagement. Specifically, students' personalized learning engagement is affected by the level of smart campus construction in security operations and public relations services. And the degree of students' use of smart learning resources is significantly related to the smart campus construction levels in all four dimensions. This study fills research gaps and provides valuable guidance for the development of smart campuses.","PeriodicalId":55970,"journal":{"name":"International Journal of Information and Communication Technology Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139796915","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 aims to assess the implementation of smart campus and the students' learning engagement at Zhongshan College, China. A well-structured questionnaire was developed, and information was collected from 277 students and 377 teachers. The results indicate that both groups of respondents highly agree on the construction levels of the smart campus in terms of security operations, academic technology assistance, public relation services, and stakeholders' experience. Furthermore, respondents emphasized that the level of smart campus construction affects students' learning engagement. Specifically, students' personalized learning engagement is affected by the level of smart campus construction in security operations and public relations services. And the degree of students' use of smart learning resources is significantly related to the smart campus construction levels in all four dimensions. This study fills research gaps and provides valuable guidance for the development of smart campuses.
{"title":"Smart Campus and Student Learning Engagement","authors":"Shaobin Chen, Qingrong Li, Tao Wang","doi":"10.4018/ijicte.337611","DOIUrl":"https://doi.org/10.4018/ijicte.337611","url":null,"abstract":"This study aims to assess the implementation of smart campus and the students' learning engagement at Zhongshan College, China. A well-structured questionnaire was developed, and information was collected from 277 students and 377 teachers. The results indicate that both groups of respondents highly agree on the construction levels of the smart campus in terms of security operations, academic technology assistance, public relation services, and stakeholders' experience. Furthermore, respondents emphasized that the level of smart campus construction affects students' learning engagement. Specifically, students' personalized learning engagement is affected by the level of smart campus construction in security operations and public relations services. And the degree of students' use of smart learning resources is significantly related to the smart campus construction levels in all four dimensions. This study fills research gaps and provides valuable guidance for the development of smart campuses.","PeriodicalId":55970,"journal":{"name":"International Journal of Information and Communication Technology Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139856539","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 concept of “great ideological and political education” requires comprehensive ideological education to better achieve the educational goals of “innovation and entrepreneurship.” This article analyzes and explores the intelligent teaching methods of ideological and political education in universities under the background of “innovation and entrepreneurship,” and constructs an intelligent teaching system of ideological and political education in universities under this background. The experimental results show that the stability of the system reaches 95.2%, and the learning efficiency of students has been improved by 11.5%. This work provides important application guidance for big data analysis and IoT sensor data.
{"title":"Exploration of Intelligent Teaching Means of Ideological and Political Education in Colleges and Universities Under the Background of “Mass Entrepreneurship”","authors":"Hao Yang","doi":"10.4018/ijicte.336922","DOIUrl":"https://doi.org/10.4018/ijicte.336922","url":null,"abstract":"The concept of “great ideological and political education” requires comprehensive ideological education to better achieve the educational goals of “innovation and entrepreneurship.” This article analyzes and explores the intelligent teaching methods of ideological and political education in universities under the background of “innovation and entrepreneurship,” and constructs an intelligent teaching system of ideological and political education in universities under this background. The experimental results show that the stability of the system reaches 95.2%, and the learning efficiency of students has been improved by 11.5%. This work provides important application guidance for big data analysis and IoT sensor data.","PeriodicalId":55970,"journal":{"name":"International Journal of Information and Communication Technology Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139797527","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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