Research on Knowledge Tracing-Based Classroom Network Characteristic Learning Engagement and Temporal-Spatial Feature Fusion DOI Open Access

Zhaoyu Shou,

Yihong Li, Dongxu Li

и другие.

Electronics, Год журнала: 2024, Номер 13(8), С. 1454 - 1454

Опубликована: Апрель 11, 2024

To accurately assess students’ cognitive state of knowledge points in the learning process within smart classroom, a tracing (KT) model based on classroom network characteristic engagement and temporal-spatial feature fusion (CL-TSKT) is proposed. First, constructed information student ID, seating relationship, student–student interaction, head-up or head-down state, characteristics obtained from video. Second, established by utilizing interactions, characteristics. Finally, according to point test data, parallel temporal attention GRU It utilized extract features engagement. They are fused obtain point-learning their associated attributes. Meanwhile, CNN used point-knowledge spatial features. We consider associative properties perspective fuse with characterize provide effective support for teachers’ accurate sustainable interventions learners teaching process, this paper conducts extensive experiments four real datasets. The CL-TSKT shows superior performance all evaluation metrics, compared state-of-the-art KT models.

Язык: Английский

Formation mechanisms of primary school teachers’ verbal immediacy behaviors in smart classroom environments DOI Creative Commons
Ge Hou

BMC Psychology, Год журнала: 2025, Номер 13(1)

Опубликована: Март 13, 2025

Teachers' verbal immediacy behaviors play a important role in enhancing student engagement, motivation, and emotional security. However, as the of smart classrooms education becomes increasingly prominent, research on formation mechanisms teachers' classroom environments remains relatively limited. Especially, at primary grades, has not yet garnered sufficient attention. This study integrates theory planned behavior (TPB) with norm activation model (NAM) to propose theoretical for environments. Using purposive sampling based specific criteria, 855 Chinese school teachers extensive experience instruction were selected participants. Data collected through structured questionnaire survey analyzed employing structural equation modeling (SEM) test hypotheses empirically. finds that behavioral attitude, perceived control (PBC), personal norms (PC) subjective (SN) have significant positive effects intention. Awareness consequences (AC) had ascription responsibility (AR), attitude. In addition, Smart moderating effect relationship between intention their behaviors. TPB NAM explore environments, revealing influence these The findings provide foundation understanding offer valuable insights optimizing design teaching effectiveness educational practice.

Язык: Английский

Процитировано

0
Participation Level in Different Seating Zones and Experiences with Row-and-column Arrangement in EFL Speaking Class DOI Creative Commons

Binh Pham,

Thao P. Le,

Hoat Duong

и другие.

EIKI Journal of Effective Teaching Methods, Год журнала: 2025, Номер 3(1)

Опубликована: Март 26, 2025

The influence of seating factors, an aspect classroom management, on student participation and learning experiences has long been a topic research interest in EFL contexts. This quantitative study examines the students’ preference, potential zones (front, middle, back) level presentation classes, overall with row-and-column arrangement. Forty-one second-degree English lan-guage students at Department, Hanoi University, reported their reasons for choice, perceived in-class level, (classroom interaction, comfort, concentration). data were analyzed using descriptive analysis one-way variance (ANOVA). Half participants preferred middle rows, possibly because this zone enabled them to engage without pressure being close proximity instructor. had inclination sit habitual seat or near friend. ANOVA results suggest no statistically significant difference participants’ per-ceived as function zone. Notably, row layout facilitated instruc-tor-student interaction yet posed difficulty maintain quality communication peers, which hinders class characterized by groupwork. From educational standpoint, these findings call careful consideration arrangement be em-ployed speaking classes different natures.

Язык: Английский

Процитировано

0
The Impact of School Classroom Chair Depth and Height on Learning Tasks DOI Creative Commons
Hsiu-Feng Chen, Chih-Yung Tsai

Education Sciences, Год журнала: 2024, Номер 14(6), С. 661 - 661

Опубликована: Июнь 18, 2024

The purpose of this study is to investigate the effect seating condition on learning tasks. This physical setting and these cognitive activities (that participants then test) are not totality education practice context, but desks chairs important elements for students learn, because always spend so much time at their seats. At present, purchased by school have uniform specifications, they cannot be customized. To provide with more comfort, sitting backrest commonly adjusted. investigated effects performance short tasks that require high concentration, namely short-term number memorization, mathematical calculations, logical judgment, through a two-way within-subjects design (seat depth height). Thirty adults over 20 years old, visual acuity (including corrected acuity) greater than 0.7 no history musculoskeletal disease, participated in experiment. results indicated seat height had an interaction task performance. Sitting front third chair lower produced excellent outcomes; configuration may affect student Thus, schools educational institutions can try temporarily sit perform such In addition, purchase use lumbar pads adjust achieve superior outcomes classrooms.

Язык: Английский

Процитировано

1
An Empirical Study on the Learning Outcomes of Vocational Students in A Smart Classroom DOI Creative Commons

L. Richard Ye,

Lu Zhu

International Journal of Sociologies and Anthropologies Science Reviews, Год журнала: 2024, Номер 4(6), С. 605 - 620

Опубликована: Ноя. 11, 2024

Background and Aim: Smart Classrooms, as a form of rich-media learning environments, were increasingly being implemented utilized. This study aimed to investigate the impact Classrooms on outcomes by examining 133 first-year vocational students from college in Yunnan Province, China. The research focused an applied writing course compared Cognitive, Behavioral, Affective between SEEWO Classroom traditional classrooms. Materials Methods: In this study, current participated. participants divided into two groups: control group treatment group. was taught classroom while Seewo Classroom. After 10-week course, evaluated using evaluation scale that had been used for many years. explored cognitive outcomes, behavioral affective terms final grades, performance, student scoring. Results: Students showed significant improvement exam scores, enhancing Cognitive outcomes. Behavioral including participation attendance, also increased. Student feedback favored over settings, with no impacts gender, age, or admission methods observed. Conclusion: notably enhanced indicating improved performance engagement. Positive underscores their potential enhance educational experiences

Язык: Английский

Процитировано

0
Research on Knowledge Tracing-Based Classroom Network Characteristic Learning Engagement and Temporal-Spatial Feature Fusion DOI Open Access

Zhaoyu Shou,

Yihong Li, Dongxu Li

и другие.

Electronics, Год журнала: 2024, Номер 13(8), С. 1454 - 1454

Опубликована: Апрель 11, 2024

To accurately assess students’ cognitive state of knowledge points in the learning process within smart classroom, a tracing (KT) model based on classroom network characteristic engagement and temporal-spatial feature fusion (CL-TSKT) is proposed. First, constructed information student ID, seating relationship, student–student interaction, head-up or head-down state, characteristics obtained from video. Second, established by utilizing interactions, characteristics. Finally, according to point test data, parallel temporal attention GRU It utilized extract features engagement. They are fused obtain point-learning their associated attributes. Meanwhile, CNN used point-knowledge spatial features. We consider associative properties perspective fuse with characterize provide effective support for teachers’ accurate sustainable interventions learners teaching process, this paper conducts extensive experiments four real datasets. The CL-TSKT shows superior performance all evaluation metrics, compared state-of-the-art KT models.

Язык: Английский

Процитировано

0