2022 Eleventh International Conference of Educational Innovation through Technology (EITT)最新文献_第2页

Causal Effect Evaluation of Non-Technical Graduation Requirements Supported by Specialized Courses Based on Instrumental Variable Method 基于工具变量法的专业课支持下非技术类毕业要求因果效应评价

2022 Eleventh International Conference of Educational Innovation through Technology (EITT) Pub Date : 2022-12-01 DOI: 10.1109/EITT57407.2022.00024

Yi-Fang Yang, Bin Duan, Sirocco, Chen Qian

{"title":"Causal Effect Evaluation of Non-Technical Graduation Requirements Supported by Specialized Courses Based on Instrumental Variable Method","authors":"Yi-Fang Yang, Bin Duan, Sirocco, Chen Qian","doi":"10.1109/EITT57407.2022.00024","DOIUrl":"https://doi.org/10.1109/EITT57407.2022.00024","url":null,"abstract":"At the moment of constant changes in measurement research methods, causal inference methods have made great progress in social science research. The complementarity and integration of causal inference methods and education evaluation schemes have become an urgent concern for researchers in the field of engineering education. In order to explain the causal effect of professional courses supporting the requirements of non-technical graduation, and thus enhance the efficiency of education governance, this paper focuses on causal inference, The transfer is applied to the field of engineering education to provide guidance and reference for teachers' teaching plans, and the tool variable method is used to remove the influence of mixed factors and to build a causal inference model. STATA software was used to empirically analyze and study the causal effect of the communication ability of electromagnetic microwave technology and antenna bilingual teaching supporting graduation requirements of professional courses, and on this basis, relevant suggestions are put forward to regulate the curriculum teaching plan and increase the output of results. The research results show that this method can guide and regulate the course teaching plan, thereby helping to make education governance intelligent.","PeriodicalId":252290,"journal":{"name":"2022 Eleventh International Conference of Educational Innovation through Technology (EITT)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128411021","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}

引用次数: 0

Research on the Improvement of Engineering Education Curriculum System Based on Correlation Analysis 基于相关分析的工程教育课程体系改进研究

2022 Eleventh International Conference of Educational Innovation through Technology (EITT) Pub Date : 2022-12-01 DOI: 10.1109/EITT57407.2022.00030

Zikang Fu, Bin Duan, Yi-Fang Yang, C. Qian

引用次数: 0

Ethical Challenges and Strategies of Artificial Intelligence Applications 人工智能应用的伦理挑战与策略

2022 Eleventh International Conference of Educational Innovation through Technology (EITT) Pub Date : 2022-12-01 DOI: 10.1109/EITT57407.2022.00025

Yutuan Zhang, Guangjie Ren, Dongqing Wang

引用次数: 0

Personalized Experiment Push System Based on RIMER Student Ability Assessment Model 基于RIMER学生能力评估模型的个性化实验推送系统

2022 Eleventh International Conference of Educational Innovation through Technology (EITT) Pub Date : 2022-12-01 DOI: 10.1109/EITT57407.2022.00020

Qicong Ke, Bin Duan, Xuan Long, Jia Xie

{"title":"Personalized Experiment Push System Based on RIMER Student Ability Assessment Model","authors":"Qicong Ke, Bin Duan, Xuan Long, Jia Xie","doi":"10.1109/EITT57407.2022.00020","DOIUrl":"https://doi.org/10.1109/EITT57407.2022.00020","url":null,"abstract":"Experimental courses in engineering majors in colleges and universities are suffering from insufficient class hours, single course experiment contents, and difficulty assessing the students' knowledge mastery. Based on the power supply experiment course as a platform, this paper designs a prototype system that assesses students' mastery of course-related knowledge and provides a personalized experiment push assistant. At the same time, the system can give teachers course feedback in the form of clearer data. This paper first starts with the experimental result data of senior students who have completed the experimental course and constructs the original RIMER student ability assessment model based on the teacher's experience. Secondly, it uses the knowledge graph to record the relevant information of the experiment and the ability information of the students. Finally, through the algorithms of word segmentation, part of speech tagging, and template matching, an experimental push assistant is constructed to help students analyze the weak parts of their knowledge in the form of human-computer interaction and push relevant experiments. The system will record the use of students and provide teachers with necessary curriculum feedback. The practice results show that the accuracy of the system is high, and after using the system, students' knowledge mastery has increased in varying degrees.","PeriodicalId":252290,"journal":{"name":"2022 Eleventh International Conference of Educational Innovation through Technology (EITT)","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128245728","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}

引用次数: 0

What Makes Good Blended Collaborative Learning: A Case Study 什么是好的混合式协作学习:一个案例研究

2022 Eleventh International Conference of Educational Innovation through Technology (EITT) Pub Date : 2022-12-01 DOI: 10.1109/EITT57407.2022.00010

Wanruo Shi, Qian Zhou, Xibin Han

引用次数: 0

The Application and Future Development Trend of Blockchain Technology in Education 区块链技术在教育中的应用及未来发展趋势

2022 Eleventh International Conference of Educational Innovation through Technology (EITT) Pub Date : 2022-12-01 DOI: 10.1109/EITT57407.2022.00032

H. Chan, Jie Shan

引用次数: 0

A Practical Study of AI+First-Class Curriculum to Empower Teaching Reform in Universities of Guangdong-Hong Kong-Macao Greater Bay Area 人工智能+一流课程助力粤港澳大湾区高校教学改革的实践研究

2022 Eleventh International Conference of Educational Innovation through Technology (EITT) Pub Date : 2022-12-01 DOI: 10.1109/EITT57407.2022.00021

YouRu Xie, Chengjun Li, Yu-Duo Zou, Yi Qiu, Wan Xia, Ziru Ouyang

{"title":"A Practical Study of AI+First-Class Curriculum to Empower Teaching Reform in Universities of Guangdong-Hong Kong-Macao Greater Bay Area","authors":"YouRu Xie, Chengjun Li, Yu-Duo Zou, Yi Qiu, Wan Xia, Ziru Ouyang","doi":"10.1109/EITT57407.2022.00021","DOIUrl":"https://doi.org/10.1109/EITT57407.2022.00021","url":null,"abstract":"The “two properties and one degree” (which means highly advanced, innovative and challenging characteristics of first-class curriculum) approach and innovative application of first-class curriculum is an important symptom of quality development of university teaching. This study provides technical support for AI+First-class curriculum to empower the teaching reform of universities. Based on the international vision, this study clarifies the practical value of AI+First-class curriculum to empower the teaching reform of universities through literature analysis and practical research. It not only constructs the practical mode of AI+First-class curriculum for the construction of New Engineering, New Medical Science, New Agricultural Science, New Liberal Arts and New Normal, but also forms the practical mechanism of Bay Area Teaching Alliance + Teaching Guidance Institution to empower teaching reform of universities in Guangdong-Hong Kong - Macao Greater Bay Area (GBA). The three-year practical research shows that AI+First-class curriculum can strongly promote the teaching reform of universities in the GBA, continuously promote the quality of talent cultivation in the GBA, accelerate the formation of a collaborative teaching system that transcends the differences of political bodies, and effectively promote the quality development of higher education in the GBA.","PeriodicalId":252290,"journal":{"name":"2022 Eleventh International Conference of Educational Innovation through Technology (EITT)","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117133655","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}

引用次数: 0

Integration of Virtual Reality Technology in the Primary School: Students' Creativity and Learning Engagement 虚拟现实技术在小学的整合:学生的创造力与学习投入

2022 Eleventh International Conference of Educational Innovation through Technology (EITT) Pub Date : 2022-12-01 DOI: 10.1109/EITT57407.2022.00027

Mohamed Oubibi, A. Fute, Ayoub Oubibi, Hui Jing, A. Saleem, Yueliang Zhou

引用次数: 1

Using the Six-Hat Thinking Technique to Facilitate Pre-service Teachers' Learning of Instructional Design in a Flipped Classroom 运用六帽思维技术促进职前教师翻转课堂教学设计学习

2022 Eleventh International Conference of Educational Innovation through Technology (EITT) Pub Date : 2022-12-01 DOI: 10.1109/EITT57407.2022.00009

Xiaofang Li, Luwei Cheng, T. Long

{"title":"Using the Six-Hat Thinking Technique to Facilitate Pre-service Teachers' Learning of Instructional Design in a Flipped Classroom","authors":"Xiaofang Li, Luwei Cheng, T. Long","doi":"10.1109/EITT57407.2022.00009","DOIUrl":"https://doi.org/10.1109/EITT57407.2022.00009","url":null,"abstract":"Instructional design is a critical learning content for pre-service teachers which requires not only the in-depth knowledge of instructional design models but also creativity. Although a large amount of current research has focused on improving pre-service teachers' learning of instructional design, knowledge of how to facilitate their creativity in instructional design is still limited. De Bono's six-hat thinking technique, in which six hats are composed of six different thinking hats representing six different thinking directions respectively, has been utilized to improve staff's creativity in business. While the studies in other disciplines have analyzed the effectiveness of the six-hat thinking technique and has proved it to be beneficial for developing creativity, it has been rarely used in education. Considering its potential to facilitate pre-service teachers' creativity in instructional design, this study explored how the six-hat thinking technique was used in the pre-service teachers' learning of instructional design in a flipped classroom course. Epidemic network analysis was used to analyze the pre-service teachers' online discussions. The results show that the pre-service teachers focused on creative thinking (green hat), were active in sharing their individual ideas (red hat), and provided positive suggestions with regards to others' ideas (yellow hat) during teamwork. The findings of this study could be applied in the teaching and learning of instructional design as it enriches the applications of the six-hat thinking technique into teacher education in a more efficient manner and offers a new way to improve the pre-service teachers' creativity and learning efficiency.","PeriodicalId":252290,"journal":{"name":"2022 Eleventh International Conference of Educational Innovation through Technology (EITT)","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115835349","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}

引用次数: 0

Using Serious Games to Teach Preschool Addition and Subtraction: The Difference Between Two Kinds of Embodied Interactive Games 运用严肃游戏进行学前加减法教学:两种具身互动游戏的差异

2022 Eleventh International Conference of Educational Innovation through Technology (EITT) Pub Date : 2022-12-01 DOI: 10.1109/EITT57407.2022.00028

Guodong Yang, Yuanyuan Chen, Yayi Chen, Ziping Fan, Hao Zhang, Xiaodong Wei

{"title":"Using Serious Games to Teach Preschool Addition and Subtraction: The Difference Between Two Kinds of Embodied Interactive Games","authors":"Guodong Yang, Yuanyuan Chen, Yayi Chen, Ziping Fan, Hao Zhang, Xiaodong Wei","doi":"10.1109/EITT57407.2022.00028","DOIUrl":"https://doi.org/10.1109/EITT57407.2022.00028","url":null,"abstract":"According to the theory of embodied cognition, the body is an important participating factor in the learning process, and learning can be promoted through the interaction and feedback between the body and the environment. In this study, two kinds of embodied interactive serious games, namely a somatosensory-interactive game and a touch-interactive game, were designed and developed by taking the example of children's “Learn to add and subtract within 10”. Through serious games, children use physical behaviors to learn the addition and subtraction of numbers in the educational virtual environment created by games and use the intrinsic motivation of games to achieve educational purposes. This study evaluated the actual effects of two kinds of embodied interactive serious games through quasi-experimental research. The study investigated the differences of intrinsic motivation, self-efficacy, and academic performance of 60 children in two different embodied games. Through data analysis, the results show that in the two serious games, the learning method of using somatosensory-interactive game can produce stronger intrinsic motivation and also has better feedback on some aspects of academic performance, but there is no significant difference in self-efficacy. The experimental group with high intrinsic motivation achieved better results than the control group with low intrinsic motivation.","PeriodicalId":252290,"journal":{"name":"2022 Eleventh International Conference of Educational Innovation through Technology (EITT)","volume":"195 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116143959","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}

引用次数: 0