invest(ment)igation

Gostava de ter acesso a:
Development of interactive English e-learning video entertainment teaching environment based on virtual reality and game teaching emotion analysis
“With the rapid development of information technology, virtual reality (VR) and game teaching have gradually become an important tool in modern education. As a universal language, the innovation of English teaching methods is particularly important. This study aims to develop an interactive English e-learning video entertainment teaching environment based on virtual reality and game teaching to enhance students’ learning interest and effect. By combining virtual reality technology with game teaching method, this paper designs and develops a set of interactive English e-learning video entertainment teaching platform. The platform uses emotion analysis technology to monitor students’ emotional state in real time and dynamically adjust teaching content according to emotional feedback. The results showed that the experimental group of students in English learning performance is significantly better than the control group, learning interest and participation is also significantly improved. Emotion analysis data showed that students in the experimental group showed more positive emotions when using the platform, and their learning pressure was significantly reduced. The interactive English e-learning video entertainment teaching environment based on virtual reality and game teaching not only improves the learning effect of students, but also significantly improves their learning interest and participation.”
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Children’s sensory interaction music enlightenment system based on sensory interaction and game elements
“Recently, a widely developed technology in the field of tactile interactive human–computer interaction has been widely applied in various fields. However, there is currently a lack of application of somatosensory interaction technology in children’s music enlightenment products. To broaden the research scope of the field of sensory interaction products, this study first analyzes music enlightenment games based on game elements to obtain the needs of children in music education; Secondly, this study utilizes fuzzy judgment matrices and purpose chains to conduct research based on user psychology, in order to capture the product’s focus during the design process. Finally, the research designs Gesture recognition algorithm and children’s somatosensory interaction music enlightenment system on the basis of somatosensory interaction. The research results indicate that the age range of users is between 28 and 45 years old, and 88 % of respondents have no or limited experience in early music education for children. When the Gesture recognition algorithm iterates to about 4000 times, it can reach the convergence state, and the loss value fluctuates around 0.1. In addition, the running time of Gesture recognition algorithm in simple background and complex background is 0.089 s and 0.083 s respectively. And the average accuracy of this algorithm is 98.81 %, with an average recall rate of 93.38 %. Finally, the vast majority of participants expressed their willingness to continue using the children’s sensory interaction music enlightenment system in view of sensory interaction and game elements, with a higher proportion of medium to low difficulty participants willing to continue. In summary, the children’s somatosensory interactive music enlightenment system proposed in the study has better performance and is widely used by users.”
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Eight types of video game experience
“The study of game experience is a well-established area within game research, supported by numerous models. These models, while valuable, often focus on analyzing game experiences within specific contexts rather than facilitating comparative analyses. Addressing this research gap, our study empirically identifies prevalent game experience types that are common across various games. By analyzing 5,372 game experience descriptions provided by 1,193 survey respondents, this research employs a survey design inspired by the flow of qualitative interviews, facilitating a comprehensive understanding of the diverse factors shaping these experiences. Through latent class analysis, we delineate eight distinct game experience types: Compelling Challenge, Immersive Exploring, Creative Caring, Energetic Rushing, Competitive Shooting, Cheerful Bouncing, Strategic Management, and Daily Dwelling. Each type is analyzed in terms of both the variables from the latent class analysis and additional survey variables, enhancing our understanding of their unique and comparative characteristics. This approach sheds light on the multifaceted nature of game experiences and broadens our insights into player engagement across different game genres, offering practical implications for game design, marketing, and future research.”
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Gostava de ter acesso a:
Unveiling the Efficacy of ChatGPT in Evaluating Critical Thinking Skills through Peer Feedback Analysis: Leveraging Existing Classification Criteria
“This study investigates the potential of using ChatGPT, a large language model, to assess students’ critical thinking in online peer feedback. With the rapid development of technology, big language models, such as ChatGPT, have made significant progress in natural language processing in recent years and have good potential for application in teaching evaluation and feedback. However, can generative AI help educational practitioners in teaching and learning? How to accurately assess students’ critical thinking using generative AI remains a challenging task. This study investigates whether ChatGPT can effectively evaluate critical thinking using established coding systems. By comparing the consistency and accuracy of manual coding with ChatGPT coding in online peer feedback texts, it clarifies how ChatGPT processes online peer feedback data and conducts assessments. Through a comprehensive analysis employing various metrics including precision, recall, F1 score, and a confusion matrix, we assess ChatGPT’s performance. Additionally, we group students and analyze how ChatGPT’s assessments relate to their critical thinking levels. Our findings suggest that the ChatGPT demonstrated some ability to assess higher dimensions of critical thinking, but showed limitations in assessing the more granular secondary dimensions under the higher dimensions of critical thinking. However for this kind of granular assessment will more accurately capture the level of learning critical thinking. Surprisingly, ChatGPT’s evaluations are not influenced by students’ critical thinking levels. This study underscores ChatGPT’s potential in automating critical thinking assessment at scale, alleviating the burden on educators and enhancing understanding of critical thinking in peer feedback.”
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Programming Fun(damentals): Using commercial video games to teach basic coding to adult learners
“The acquisition of computational thinking and coding skills is of special significance in helping adult learners keep pace with a new context where those skills are required for many parts of the workforce. However, there is an agreement in the scientific literature that important challenges exist, such as keeping student engagement and the requirement of developing problem-solving skills, and not just learning the code syntax. The inclusion of digital Game-Based Learning (GBL) has shown great potential. To better understand how it can be helpful to adult learners in STEM degrees, a study was conducted on the application of two very popular commercial video games in different introductory programming courses at an online university, during the introduction of basic programming topics (CS1). The methods combined a descriptive qualitative and a quantitative approach, using a reflective journals and questionnaires, which helped students consider and express their experiences, how they interacted with the games, how the games helped them better understand the topics, and realize their personal progress and potential. Results showed that the use of these games as educational resources had a positive impact in their engagement and sense of self-efficacy, but only if some important instructional considerations are taken into account.”
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Higher Education in the New Reality: A Study of Students’ Preferences About Digital Learning in Mexico
“Due to the COVID-19 pandemic, higher education students had to switch to online classes to avoid infections, so universities had to adapt to a situation known as emergency remote education and had to provide digital content to simulate the traditional classroom experience. Now, as we transition from the pandemic, returning to in-person education has been a challenge. This period, often referred to as the “new normal,” is characterized by a mix of in-person and digital learning. Therefore, it is necessary to evaluate students’ preferences for digital education in this new educational landscape. In this exploratory empirical study, the preferences of undergraduate students at a private university in Mexico were evaluated through a survey. This survey was applied by the Directorate of Educational Innovation and Digital Learning through institutional means in September 2022. It had multiple-choice questions and an open final question. A total of 2725 responses were obtained. Student responses were analyzed using a mixed methods methodology. Responses to multiple-choice questions were analyzed quantitatively using descriptive statistics, while responses to open-ended questions were analyzed using content analysis. The results show that although students prefer academic programs with 80 to 100% in-person, they also prefer digital or remote classes. This preference is highlighted by students who work and study simultaneously. These studies show that the hybrid and flexible format (HyFlex) can take off in this new normal. However, more studies are required to demonstrate its effectiveness in learning.”
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The Emergence and Progression of AI in Comparative and International Education
“The history and evolution of AI reveal many twists and turns, but a consistent thread in the story of AI is the humans’ fascination to (re)create intelligence in their own image. Ancient myths of intelligent machines serving humans in their mundane or ambitious undertakings stored in human imagination and consciousness throughout the centuries have infused modern attempts at creating machines capable of displaying intelligence comparable with those of their human creators. In this process, humans have brought to bear cognitive science, psychology, philosophy, technology, and computer science to tinker at the intersection between human biology and neuroscience with computer programming, software and hardware to breathe life into the enduring, yet still elusive, captivation with the AI machine. This history is replete with cautionary tales for education in general and comparative and international education in particular, as AI systems and platforms are attempting to (re)shape the educational landscape with important consequences for the foreseeable future.”
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Augmented Reality in Educational Innovation: A Literature Mapping Review
de Davis Velarde-Camaqui, Jorge Sanabria-Z, Maria Soledad Ramírez-Montoya e Manuel Cebral-Loureda
“Among the emerging technologies that have been best received in education so far in the first quarter of the twenty-first century, Augmented Reality has been widely positioned. Despite its popularity, the characteristics of its influence and application are unknown in detail. This study focused on the context of Augmented Reality in education. Based on the PRISMA methodology, a systematic mapping was carried out from 70 articles published in the Scopus and Web of Science databases between the years 2011–2021. It was identified that: there is a preference for empirical studies; Spain has the highest scientific production; the studies were mostly directed at university students; and that virtual reality, education, educational technology, entrepreneurship and innovation are the main topics addressed. It is interpreted that there are opportunities in terms of: (1) Studies with mixed methodology; (2) Application in non-university population; and (3) Integration of Augmented Reality in the curriculum. Finally, it is deduced that the economic impulse of local organizations could support the geographic decentralization of Augmented Reality.”

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