Audio-visual Course Research Articles

PROBLEM-BASED LEARNING ON THE ABILITIES OF WRITING ARGUMENTATION COMMUNICATIONS OF MALAY-INDONESIA DEPARTEMENT STUDENTS HANKUK UNIVERSITY OF FOREIGN STUDIES SOUTH KOREA

The aim of this research is to determine the effect of the problem-based learning model on the ability to write argumentative essays of Malay-Indonesian study program students in the 4th semester audio visual course. In this research, this research used a quasi-experimental method by conducting a pre-test and post-test in two groups. This type of experimental research method uses a nonequivalent control group design, where the experimental class is treated and the control class is not treated. This nonequivalent control group design is almost the same as the pretest and posttest control group design, only in this design the experimental and control groups are not chosen randomly. Data collection techniques use tests. Data analysis techniques start from the normality test, homogeneity test, and continue with hypothesis testing.research data,So that post-test or final test data was obtained which was then analyzed using a two-sided T test, giving results that students who were given problem-based learning model learning treatment experienced more improvement compared to students who were not given problem-based learning strategies. This means that it is in accordance with the proposed hypothesis and it can be concluded that there is a difference in the ability to write argumentative essays between students who are given a problem-based learning model and students who are not given a problem-based learning model.

Innovative Application of Digital Audiovisual Language Based on Natural Language Processing Technology in Graffiti Art Education

Abstract In this paper, natural language processing technology is used to establish coupled Hidden Markov Models for speech formalization and features of the two channels. The adaptive weight selection method is used to recognize speech under different signal-to-noise ratios in the recognition stage. The audio-visual recognition system is applied to actual graffiti art education research, and the feasibility and development direction of audio-visual graffiti in the classroom are studied through questionnaires. It can be found that most teachers and students believe that the concept of audiovisual graffiti painting is helpful or more helpful in the cultivation and development of students’ subconscious mind. Most teachers and students believed audiovisual doodling was beneficial or advantageous for developing students’ subconscious. In the acceptance test and learning effect analysis of the audiovisual graffiti course, the mean values of the four dimensions of perceived usefulness (41.87), perceived ease of use (18.11), willingness to use (31.45), and perceived experience of the process (28.31) are basically around the maximum value, which indicates that the audiovisual technology is well accepted and that the mean value of the experimental group’s performance score (83.68) is significantly higher than that of the control group. Control group. The audiovisual course has been found to enable learners to concentrate on the learning situation faster and master the teaching essential contents more thoroughly.

IMPROVING COMPOSITION ABILITY THROUGH SERIES IMAGE MEDIA IN BIPA LEARNING TO MALAY-INDONESIA STUDENTS OF HANKUK UNIVERSITY OF FOREIGN STUDIES SOUTH KOREA

This classroom action research aims to improve the ability to compose through serial image media in learning Indonesian for foreign speakers of Korean for the first time in an audiovisual course for 4th semester students. This research conducted on 30 semester 4 students, consisting of 15 male students and 15 female students. The learning used in this research is classroom action research with the Kemmis and McGartgart spiral model. Improved test scores compose of initial requirement of cycle I to cycle III is the average value at the beginning conditions was 59.67 with a completeness percentage of 43.33% (13 students), in cycle I it increased to 65.33 with a completeness percentage of 60% ( 18 students), in cycle II it increased to 72 with a completeness percentage of 73.33% (22 students) and in cycle III it increased to 75.66 with a completeness percentage of 86.66% (26 people). The results obtained from the class action research on 30 students, namely by increasing the average value of the initial conditions of 59.67 increased to 65.33 in cycle I, in cycle II increased to 72 and in cycle III increased to 75.66. It can be concluded that serial picture media in Indonesian language learning for foreign speakers of composing material can improve the writing ability of Malay-Indonesian study program students. Educators can use serial picture media as learning media which can improve students' composing abilities, so that students can easily develop ideas. or his mind in composing.

Retracted: The Blended Teaching Practice of College English Audiovisual Courses in Colleges and Universities from the Perspective of BOPPPS Model

Retracted: The Blended Teaching Practice of College English Audiovisual Courses in Colleges and Universities from the Perspective of BOPPPS Model

An investigation into the practice of blended teaching in English courses based on the BOPPPS model

Abstract With the continuous development of information technology, the blended teaching mode is gradually and widely used in English teaching. Various online education platforms have emerged, most of which are student-oriented, through which teachers push various teaching resources to students in the form of text, audio, video, and other multimodal forms, mobilizing students’ visual, auditory and tactile senses to enhance students’ learning effect. It is an inevitable choice of the times for universities to use online resources, practice new education and teaching reform concepts, and constantly reflect on and reshape teaching modes. Because of the learning situation of English majors, teachers actively explore the blended teaching mode of English majors’ audio-visual courses, which helps students form good independent learning abilities and can effectively improve students’ comprehensive English application ability. However, during the initial practice, the disadvantages of blended teaching in English audio-visual courses are highlighted, which are reflected in the lack of Internet teaching resources, poor teacher and student autonomy, and an imperfect teaching evaluation system. With the help of information technology, the BOPPPS teaching model is rapidly and highly integrated with traditional English audio-visual course teaching. Based on the BOPPPS model, this paper combines the background and meaning of blended teaching in English major audiovisual speaking courses with four aspects of practical investigation: constructing a resource base, teachers’ knowledge management ability, students’ self-learning ability, and teaching evaluation system. The results of the teaching experiment show that under the improved teaching mode of the BOPPPS model, students’ English IV exam scores improved by 13.85%, and self-learning ability improved by 21.25% compared with the control group after a period of study, which verifies the feasibility of the hybrid teaching of the BOPPPS model and promotes the convergence of English education with the international level.

Interactive Audio-Visual Course Teaching of Music Education Based on VR and AI Support

People’s living standards have gradually improved, people have higher and higher requirements at the spiritual level, and music is increasingly loved by people. In the process of music development, music teaching reform is the focus of the current society. Based on the current educational background, the teaching mode of teachers has changed, breaking the ecological balance in the traditional classroom, which has brought advantages to music teaching. Aesthetic education, especially music education, plays a balanced and promoting role in intellectual education and even the whole quality education. Music can effectively reduce the pressure of intellectual education itself on students’ bodies and minds, so that intellectual education can achieve better results. Virtual reality (VR) and artificial intelligence (AI), as the latest technologies in the new century, have been rapidly integrated into the music education (ME) industry. By applying VR and AI technologies to the music teaching process, students’ learning ability can be effectively improved. Through the use of VR and AI technology, this text has created an interactive curriculum teaching mode and verified the feasibility of combining VR and AI technology with music teaching through experimental analysis. The experimental results show that the recognition of bass signal, midrange signal, and treble signal has reached 100, 90, and 100%, respectively. In general, the recognition accuracy of the algorithm in this text is very high, which can satisfy the requirements of music signal recognition and can be applied to daily music teaching.

The Application of German Movies in DaF Advanced Audiovisual Courses

The Application of German Movies in DaF Advanced Audiovisual Courses

The Primary Exploration of The Curriculum Setting of Chinese Audio-visual Course Under Informatization Background

Under informatization background，the shortcomings of conventional Chinese audio-visual course have been revealed. Using current education methods to set up audio-visual course is the product of the deep integration of situational teaching theory and mixed teaching method.

The Blended Teaching Practice of College English Audiovisual Courses in Colleges and Universities from the Perspective of BOPPPS Model

In order to solve the practical problems existing in audiovisual teaching, this paper introduces the BOPPPS model and discusses the organizational mode of audiovisual teaching. Firstly, the inherent meaning of BOPPPS model and hybrid teaching is analyzed, and the suitability of BOPPPS model in audiovisual teaching is clarified. Then, the audiovisual teaching framework based on BOPPPS model is constructed from the perspective of practice. Application strategies are summarized from bridge-in, learning objective, preassessment, participatory learning, postassessment, and summary stages and finally explore matters for attention with examples. The process is systematic and comprehensive, which can provide guidance for teaching practice. The results found that after three days of learning with only hearing, 15 percent of students retained their memory, 40 percent of students with only seeing, and 75 percent of students with only hearing. It can break through the time and space limitation of offline classroom teaching and effectively solve the dilemma of audiovisual courses for English majors.

Construction and Implementation Path of College English Teaching Mode in Big Data Environment

As a basic course for cultivating innovative and applied foreign language talents in the new era, college English audio-visual courses are facing huge opportunities and challenges in the era of big data. The transformation of the teaching environment under the background of big data is mainly reflected in the role of teachers, the dissemination of the information age, and the improvement of students’ self-learning ability. The role of students in teaching has been strengthened, and the education system has undergone certain changes. This paper analyzes the current teaching status of college English audio-visual courses. According to the actual situation, a feasible reform plan is proposed to reconstruct the teaching mode of college English audio-visual courses, to improve the teaching quality of college English audio-visual courses, and to promote the improvement of students’ comprehensive ability of college English.

Teaching and assessing strategies for an undergraduate manufacturing processes course: Experiences of 9 years

The Manufacturing Processes course includes the main principles of the processes, engineering materials, tools, machines, and examples of manufactured goods. Transferring the up-to-date knowledge to the students may change over time although core topics remain the same. This paper aims to attract attention to the need for change to obtain a well-prepared course content that combines theory and practice. For this purpose, the study is structured in two phases. In the first phase, teaching and grading activities for an Industrial Engineering undergraduate course is considered for nine years period. Statistical analysis confirm that workshop sessions have a positive effect on students’ success. To identify the overall learning experience during the course and the awareness of flipped classrooms, a feedback questionnaire is conducted in the second phase. The questionnaire results verify that students can benefit from audio-visual course materials that are shared with them before the class. Case discussions and hands-on practices may be helpful to increase the success of undergraduate engineering students for courses like Manufacturing Processes. However, strict health-safety regulations and unexpected occasions such as pandemics may restrict hands-on learning. Learning environments equipped with new technologies can replace traditional methods soon when it is not possible to conduct such training physically.

Teaching mode reform of audiovisual courses for college foreign language majors from the perspective of talent market demand

The future competition is the competition of talents, high efficiency is an effective way to train applied talents, teachers should uphold the concept of training talents for the country in the teaching process, adhere to the principle of student-based, talent market demand and students' individual needs from the perspective of curriculum teaching optimization and improvement. Based on the talent market demand, this paper discusses how to improve and optimize the audio-visual courses for college foreign language majors.

Paisajes sonoros en la virtualidad como experiencia artística: aportaciones de campo a la intrahistoria. Experiencias metodológicas en la asignatura de audiovisuales de 1º curso del grado en Bellas Artes. Facultad de Bellas Artes, Universidad de Granada.

Sound-practical experience carried out on the 1st year of the Fine Arts degree (University of Granada) at the Audiovisual course. The objective is based on the creationof an experimental sound piece (or sound collage) starting from a previousrecording related to daily activities. We define as a daily action (sound-daily-action) the recording of just one event that occurs to us duringdaily life. Once this activity has been chosen, it will be the main thing to analyze and think on how to modify and transform the sound file into a new experimental composition; into a soundscape.

Research on Blended Teaching Method of Audiovisual Courses of English Majors

Research on Blended Teaching Method of Audiovisual Courses of English Majors

Research on the Mobile Learning Mode of College English Based on We Learn APP

Mobile terminal based learning is an important part of English teaching. According to the related theories of mobile learning, this study focuses on the We Learn APP and the corresponding teaching mode around the college English audio-visual course. It investigates and analyzes the current situation of the use of We Learn APP, a case practice is carried out to explore how to improve the effectiveness of college English learning through mobile learning.

Research on Blended Teaching Mode of College English Based on Implicit Learning Theory

This paper explores the blended teaching mode supported by the mobile learning platform through an empirical research. It aims to analyze the relevance of implicit learning theory and language sense in College English audio-visual course, it also puts forward positive strategies on implementing implicit learning theory in English learning so as to promote autonomous learning and ensure the effectiveness of teaching.

Construction of “Audio-Visual Japanese” Digital Course Based on “General Education Curriculum” Cloud Platform

In this paper, the development of new textbooks is taken as the first step, the modern information technology is used to establish a multidimensional stereoscopic teaching mode of “Cloud platform-assisted learning + students’ autonomous learning”, which has effectively improved the teaching effect of the Japanese audio-visual course. This paper is aimed to explore new ideas for building the digital course of “Audio-Visual Japanese’ based on the General Education Curriculum” cloud platform, to improve students’ Japanese listening and speaking skills effectively, and provide a reference for practical teaching and research in this field.

Design and practice of military English audiovisual course based on production-oriented approach and small private online course

This study selected the military English listening course that combined the production-oriented approach (POA) with small-scale online course, that is, it was guided by POA, combined advantages of online and offline hybrid learning, and completed with three stages of driving, promoting and evaluating. After a semester of experiment, the authors found that the curriculum research effectively integrated the language and subject content of military English. A multi-dimensional and multi-layered learning network was formed among students and their critical thinking ability was enhanced through cooperative learning. After studying students' reflection reports and teachers' reflection on action research, the researchers found the students' gains and problems in the course and gave advice on the practical application of the theory. Key words: Product-oriented approach; Small private online course; Military English; Audiovisual course

Learning Desire Is Predicted by Similar Neural Processing of Naturalistic Educational Materials.

Naturalistic stimuli can elicit highly similar brain activity across viewers. How do naturalistic educational materials engage human brains and evoke learning desire? Here, we presented 15 audiovisual course clips (each lasting ∼120 s) to university students and recorded their neural activity through electroencephalography. Upon finishing all the video viewings, subjects ranked 15 courses in order of learning desire and reported the reasons for high learning desire (i.e., “value” and “interest”). The brain activity during the video viewing was measured as the neural similarity via intersubject correlation (ISC), that is, correlation between each subject’s neural responses and those of others. Based on averaged learning desire rankings across subjects, course clips were classified with high versus medium versus low motivational effectiveness. We found that the ISC of high effective course clips was larger than that of low effective ones. The ISC difference (high vs low) was positively associated with subjects’ learning desire difference (high vs low). Such an association occurred when viewing time accumulated to ∼80 s. Moreover, ISC was correlated with “interest-based” rather than “value-based” learning desire. These findings advance our understanding of learning motivation via the neural similarity in the context of on-line education and provide potential neurophysiological suggestions for pedagogical practices.

Using Films in the Multimedia English Class

With the great, constant renovation and development of various knowledge and economy, talents of compound, high quality and high skills are in urgent need in society; a new educational reform runs through the whole foreign teaching courses, including audio-visual course, speaking, reading, writing and translating courses. With the aid of computers, films (DVD, Mp3 etc.) play an important role in foreign language labs in China. More and more students are interested in not only for oral but also for the process of acquiring languages. Now students are becoming stronger and stronger in their curiosity for knowledge and comprehension for acquiring languages. Therefore, the foreign teachers are confronted with the great challenges: 1) How to make audio-visual classes become effective learning process instead of pure entertainment in class; 2) How to make students become active participants in class. 3) How to practice rehearse the kinds of listening and speaking in the classroom? 4) How to help students build confidence in dealing with the language? 5) How to design classroom procedures on students’ listening and speaking abilities? So, the purpose of this paper is to introduce some useful and practical methods to build students’ confidence in learning English; and also to exploit the design of films’ class through multimedia.