Interactive Teaching Environment Research Articles

Application of AI Interaction Design in the Teaching Model of Landscape Topics Course

Abstract In this paper, we first define the limb node coordinates through the established limb node coordinate system and evaluate the behavior of the human body through the constructed posture sequence to analyze the human body’s body characteristics, such as the area of concern and the emotional level. Then, a new model of landscape theme course teaching was designed based on AI interaction design technology, the human-computer interaction learning needs were analyzed, and a human-computer interaction landscape course learning system was established. Finally, the differences in students’ cognitive ability, learning motivation, and learning emotion under the AI interactive teaching environment and traditional teaching methods were compared, and the advantages of AI interactive teaching were analyzed. The results show that the SD value of students’ behavioral attitudes in the teaching mode based on interactive technology is 27.78±2.34, which is more than the SD value of the ordinary teaching mode.2 In terms of goal attitudes, the SD value of the experimental class is about 4.05 more than that of the control class, and the difference is significant. The interactive teaching mode of AI effectively promotes students’ learning of the landscape topic course, and this study provides positive reference value.

Teaching-Related Use of Social Media Among Saudi EFL Teachers: Revisiting the Innovative Technology

The spread of social media such as Facebook, Thaser, and YouTube has demonstrated the need to incorporate them into the educational setting to cope with the abrupt changes in the tech-savvy new generation's interactions with the network. Hence the current study purports to explore the social media tools utilized by Saudi EFL teachers. This study used a random sampling technique, about 88 participants were selected randomly from all schools in the Asir region, Kingdom of Saudi Arabia .A descriptive study approach was applied by employing an online survey consisting of 15 items followed by an open-ended questionnaire. The collected data were analysed by using the Statistical Package of Social Sciences (SPSS) to obtain corresponding results. The results showed that Saudi EFL teachers used Facebook, Twitter, and YouTube extensively and had a positive response toward their use for teaching purposes. These results confirm the importance of being concerned with the roles of Saudi EFL teachers and students to reap great benefits from these networks as it helps in extending their learning and teaching opportunities, encourage communication with each other by providing material and moral incentives, and develop skills to use these networks in the best way. The study has concluded that using social media could play a vital role in creating an interactive teaching environment. In light of the findings of the study, it is recommended that Saudi EFL teachers should plan learning classes that use social media such as Facebook, Thaser, and YouTube as learning platforms.

Demystifying dimensionality reduction techniques in the 'omics' era: A practical approach for biological science students.

Dimensionality reduction techniques are essential in analyzing large 'omics' datasets in biochemistry and molecular biology. Principal component analysis, t-distributed stochastic neighbor embedding, and uniform manifold approximation and projection are commonly used for data visualization. However, these methods can be challenging for students without a strong mathematical background. In this study, intuitive examples were created using COVID-19 data to help students understand the core concepts behind these techniques. In a 4-h practical session, we used these examples to demonstrate dimensionality reduction techniques to 15 postgraduate students from biomedical backgrounds. Using Python and Jupyter notebooks, our goal was to demystify these methods, typically treated as "black boxes", and empower students to generate and interpret their own results. To assess the impact of our approach, we conducted an anonymous survey. The majority of the students agreed that using computers enriched their learning experience (67%) and that Jupyter notebooks were a valuable part of the class (66%). Additionally, 60% of the students reported increased interest in Python, and 40% gained both interest and a better understanding of dimensionality reduction methods. Despite the short duration of the course, 40% of the students reported acquiring research skills necessary in the field. While further analysis of the learning impacts of this approach is needed, we believe that sharing the examples we generated can provide valuable resources for others to use in interactive teaching environments. These examples highlight advantages and limitations of the major dimensionality reduction methods used in modern bioinformatics analysis in an easy-to-understand way.

Evaluation of Students' Communicative Language Ability and Difference Analysis in an Interactive Teaching Environment

As the demand for cross-cultural communication has been increasing because of globalization, communicative language ability (CLA) has become an important component of quality education for college students. CLA evaluation and difference analysis help educators understand and identify problems and shortcomings of students in the learning process. However, most of the existing CLA evaluation and difference analysis methods focus on written and oral tests of college students in an interactive teaching environment, instead of evaluating actual communicative ability in the interactive environment. Therefore, this research aimed to study the CLA evaluation of college students and difference analysis in an interactive teaching environment. The environment for improving the CLA was analyzed first. After setting up five-level evaluation indexes for the CLA evaluation of college students in the interactive teaching environment, three methods were used to weight the CLA evaluation indexes, namely, the fuzzy analytic hierarchy process (FAHP), the entropy weight method (EWM), and the coefficient of variation method (CVM). Then a model for evaluating the CLA was constructed, which minimized the CLA improvement difference of college students. Finally, the experimental results verified that the proposed method was effective.

Study on the Impact of Gamified Teaching Using Mobile Technology on College Students’ Learning Engagement

Mobile technology has become an indispensable resource in people’s lives, and educational software applications are closely related to day-to-day life. These applications provide an effective basis for implementing interactive teaching and allow teachers and students to quickly exchange information through mobile devices. Compared with teachers, students are tolerant and open about mobile technology. To meet the learning needs of students, adopting different teaching methods to improve learners’ learning outcomes is the focus of mobile learning. Therefore, gamified teaching supported by various information technologies such as computers, multimedia, and mobile technology has received widespread attention. In this study, 124 undergraduate students majoring in Civil Engineering from Harbin University of Science and Technology, Heilongjiang Province, were randomly assigned to one experimental group (with gamified teaching design, 62 students) and one control group (without gamified teaching design, 62 students). The paired sample T test was used to compare the pre- and post-test scores of the learners, while the independent sample T test was used to analyze the learning engagement (behavioral, cognitive, and emotional engagement) of college students under gamified teaching using mobile technology. Results show no significant difference in pre-test scores between the experimental and control groups (P = 0.374 > 0.05), meeting the prerequisite for the comparative experiment. Gamified teaching using mobile technology found significantly improved test scores (P = 0.003 < 0.05), where independent sample T test results showed a significant difference in learning engagement (behavioral, cognitive, and emotional). After using gamified teaching using mobile technology, the experimental group of students showed a significant increase in learning engagement, which is consistent with the results of most of the literature. The results of this study have important reference value for school administrators to propose new teaching strategies and for teachers to integrate information technology to assist the teaching process, to propose solutions for building interactive teaching environments, and to alleviate the fatigue phenomenon that often occurs in the application of multimedia technology in current information technology teaching in universities.

Perspectives of Nurse Educators Towards Technology-based Education in Selected KwaZulu-Natal Nursing Colleges

Technology-centred education aims to create an interactive teaching and learning environment based on the use of computers and the Internet. It also promotes the workability of instructional processes and enables connections between academic staff and upcoming professional nurses. Academic staff has to be at the forefront of the latest transforming technology. Despite many types of technologies being accessible, lecturers at the KwaZulu-Natal College of Nursing campuses are not embracing technology-based education. The aim of this study was to describe nurse educators’ attitudes and forecasts towards technology-based education in KwaZulu-Natal. A quantitative, descriptive, cross-sectional survey research design was used. Data were collected via self-administered questionnaires from nurse educators and clinical facilitators on 10 KwaZulu-Natal College of Nursing campuses using non-probability, purposive sampling. The Statistical Package for the Social Sciences (SPSS) version 25 was used to analyse the data. Descriptive statistics utilising percentages, frequencies and means were also used to analyse data. Statistical tests included t-test and/or ANOVA, Pearson’s correlation analysis as well as regression analysis. Study results indicated that mean scores for attitudes to using technology ranged from 2.76 to 6.34, while the forecast to use technology in future mean scores ranged from 6.20 to 6.45. The study results highlighted that nurse educators in KwaZulu-Natal intend to employ technology to support teaching and learning, and they have positive attitudes towards technology-based education. It is recommended that nurse educators be provided with technical support and mentorship to enable them to adopt technology-based education.

Enhanced Defensive Model Using CNN against Adversarial Attacks for Medical Education through Human Computer Interaction

The design of human-machine interfaces is more precise and demanding in the medical and healthcare industries. Medical monitoring equipment demands more consistent and effective interpretation, as well as fast and straightforward operation due to its monitoring and reference functions. Consequently, it is crucial to consider how people interact with computers when designing the interface for medical monitoring devices. Nowadays people are giving more importance to health than anything in the world. Therefore, as it is related to peoples’ safety, the architecture of human-computer communication must be carefully considered in the studies and development of high-end medical equipment. The price of training physicians and other medical professionals is rising dramatically. Most of the countries have stepped forward from the traditional medical teaching system to a more human computer interactive teaching and learning environment with innovative technologies. This article focuses on the related researches, existing HCI applications for healthcare and the application of deep neural network for disease classification. The proposed work is to develop a healthcare learning platform to offer healthcare education to both medical practitioners and also for common people. This can be implemented as Mobile apps using human-computer interface technology and also as a website with Artificial Intelligence and Machine Learning Techniques. This proposal’s primary goal is to provide anytime, everywhere access to healthcare education for physiological and medical teaching courses, consequently advancing national health care.

Inside the Studio: A Closer Look at Studio-Based Learning in Architecture Education

The studio has emerged as a preeminent approach in architecture education, offering students a hands-on opportunity to cultivate and apply their design talents. This review paper provides a comprehensive overview of the studio in architecture education. The paper starts with a brief historical overview of architecture education, tracing the origins of studio-based learning. The curriculum content of architecture education is scrutinised, and the different types of courses offered are analysed. The paper subsequently investigates the dual nature of the studio, both as a pedagogical approach and a physical space, highlighting the different studio learning models that have arisen. The paper also explores the characteristics of the studio, including its interactive design teaching and learning environment, its distinct culture, and its role as a design life space. The studio users are considered, including the interaction between peers, instructors, and students. The paper highlights the pivotal role of studio culture in shaping the education and values of future architects. Overall, this review paper provides a comprehensive account of the studio in architecture education, providing insights into its history, curriculum content, dual nature, learning models, characteristics, users, and culture. By providing a comprehensive overview of the studio in architecture education, this paper offers valuable insights for architects, educators, and policymakers seeking to enhance the quality of architecture education and its impact on the profession.

A VR-based interactive teaching and practice environment for supporting the whole process of mining engineering education

ABSTRACT Due to the complex and dangerous nature of underground industrial sites, there is an urgent need to improve practical teaching abilities. In this paper, a VR-based interactive teaching and practice environment is proposed for teaching mining equipment processes under laboratory conditions. This environment integrates a digitised design, a virtual simulation platform, and a VR interactive product operation. This VR interactive environment includes the structural cognition of mining equipment, the actual operating conditions, and the actual operation of electronic control. Moreover, this system integrates a series of virtual reality human–machine interaction hardware, so that the students can quickly learn the operating conditions and the states of the actual underground production. This system helps them comprehensively learn the mechanical, electrical, communication, control, and mining methods involved in the mining equipment. Finally, this system provides a virtual practice path for training innovative engineering technicians.

The Application and Exploration of “Bidirectional Invitational” Teaching from the Perspective of Subject Core Literacy

In the new round of curriculum reform, the cultivation of core competencies has become the standard of education. This article proposes a “two-way invitation” teaching model, which is different from traditional teaching models by creating an interactive teaching environment between teachers and students. The two-way invitation between teachers and students allows different perspectives to collide and blend, stimulating students’ initiative and exploration, thereby improving the effectiveness of classroom teaching and better carrying out education and teaching work to cultivate students’ core literacy.

Integrating Laser-induced breakdown spectroscopy and photogrammetry towards 3D element mapping

The possibility to map the element distribution on a sample surface is one of the interesting applications of laser-induced breakdown spectroscopy that has been extensively explored in recent years. In this manuscript, we explore the combination of photogrammetry and LIBS techniques for the creation of a three-dimensional model of the map of the elements on the surface of the sample. Using a dedicated photogrammetry solution and software, we reconstruct the three-dimensional model of the mineral sample whose mesh is later exploited for the interactive interpretation of the results. Then, making use of Paraview software, which integrates production algorithms and computing performance in a unified solution for scientific purposes, we establish a process pipeline that allows the creation of an interactive three-dimensional model with the spatial distribution of the target elements on top of the sample surface. Our results demonstrate that combining these two techniques can give us a valuable resource for better qualitative analysis and insight, providing an innovative three-dimensional modeling solution that may open the door to a new range of possibilities, from quality control technology involving alloys and mechanical parts to interactive teaching environments for geo and biosciences, just to name a few examples.

Connecting Cultural Knowledge with Western-Based School Science: Experiences of Marginalized Students

This study focuses on interactive, creative, collaborative, and inclusive science teaching environments both in school and at home to create and extend multicultural science knowledge based on the experience of culturally marginalized students toward science learning. This case study explored the knowledge construction system of students. Two culturally and economically marginalized students of a public secondary school located at Gorkha Municipality were purposively selected. To collect information in-depth interview was taken with two students jointly, and classroom teaching activities were observed and noted in the diary. The transcription of interviews and field notes taken from the classroom observation were coded, categorized and three global themes were identified. Based on global themes, the data were analyzed according to the view of participants compared to the culturally relevant pedagogy and cultural theories. The selected students were not satisfied with their teacher’s teaching strategies. The study found that culturally relevant science teaching is mainly affected by pedagogical, environmental, and strategic problems. Teachers and the school culture are seen as the main problem in implementing and braiding culturally relevant science teaching in the multicultural classroom. Science teacher is found to fail to link modern science teaching with community knowledge of culturally and economically marginalized students. Underestimating the other cultural students’ participation and teachers’ voices in science teaching is the limitation of this study.

Human-Computer Interactive English Learning From the Perspective of Social Cognition in the Age of Intelligence.

Under the wave of globalization, the ties between countries are getting closer and closer. Based on the differences in the languages of different countries, the importance of English as a universal language is becoming more and more prominent. In the past, English teaching was mainly taught by teachers and students. This mode of English learning is more of theoretical teaching, which has little effect on improving English ability. In the era of intelligence, with the upgrading of technology and the renewal of ideas, interactive English teaching is more accepted by people and becomes a new solution for English teaching. Studying English teaching from the perspective of social cognition, this paper proposes to realize human-computer interaction with the help of advanced science and technology, create an interactive teaching environment, and realize interactive learning in an English environment. This paper designed a control experiment of the experimental group and the control group to verify the impact of human-computer interaction teaching on students’ English performance and investigated students’ performance and teachers’ feelings and their related opinions on human-computer interaction learning. The experimental results of this paper show that human-computer interactive English teaching can help to enhance students’ interest in English learning and improve English expression significantly.

The Investigation of Mobile Virtual Reality Application Instructional Content in Geography Education: Academic Achievement, Presence, and Student Interaction

In this study, we created an interactive Virtual Reality (VR) instructional application for geography education. The sample consisted of 9th grade students as 20 students in the control group and 20 students in the experimental group. Expository Instruction Methods, one of the traditional teaching methods, were applied to the control group, and the teacher on the slide explained the “Shape and Movements of the Earth” as the subject. The students in the experimental group used the VR-based interactive teaching environment we designed for the same subject under the supervision of a teacher. We explored the relationship between students’ level of presence and their academic achievement and received students’ opinions. The students’ academic scores in the experimental group were higher with a statistically significant difference than the control group, and we found that the motivation was higher in the experimental group. The research aims to show the effect of using VR interactive teaching materials in geography education, specifically for “Shape and Movements of the Earth”.

Interactive teaching environment for diagnostic radiography with real-time X-ray simulation and patient positioning

PurposeTraditional undergraduate radiographer training mixes academic lectures and clinical practice. Our goal is to bridge the current disconnection between theory and practice in a safe environment, avoiding the risk of radiation for both practitioners and patients. To this end, this research proposes a new software to teach diagnostic radiography using real-time interactive X-ray simulation and patient positioning.MethodsThe proposed medical simulator is composed of three main modules. A fast and accurate character animation technique is in charge of simulating the patient positioning phase and adapts their internal anatomy accordingly. gVirtualXRay is an open-source X-ray simulation library and generates the corresponding radiographs in real time. Finally, the courseware allows going through all the diagnostic radiology steps from the patient positioning and the machine configuration to the final image enhancing.ResultsA face and content validation study has been conducted; 18 radiology professionals were recruited to evaluate our software using a questionnaire. The results show that our tool is realistic in many ways (72% of the participants agreed that the simulations are visually realistic), useful (67%) and suitable (78%) for teaching X-ray radiography.ConclusionsThe proposed tool allows simulating the most relevant steps of the projectional radiography procedure. The virtual patient posing system and X-ray simulation module execute at interactive rates. These features enable the lectures to show their students the results of good and bad practices in a classroom environment, avoiding radiation risk.

Study on the Deep Learning of Physics Review Course in Junior Middle School Based on CRS

Deep learning is an important research topic in the field of educational technology, the Horizon Report released by the New Media Alliance in 2017 points out that deep learning is a key direction in promoting educational development and reform. This research is based on the CRS review discussion teaching mode, applying classroom response system in interactive teaching environment, in order to promot students' deep learning. Aiming at the problems of single teaching method, simple classroom communication, fuzzy monitoring of learning situation and low efficiency of teaching goal in junior high school physics review course, this paper takes junior high school physics review course as an example, discusses the teaching efficiency of CRS-based review course qualitatively, and uses comparative experiment to analyze the difference between teaching effect, students' deep learning achievement degree and learning type. The results show that, Based on the CRS junior high school physics review class in-depth learning model can improve students' academic performance, enhance the degree of achievement of students' deep learning. Therefore, we should actively explore the deep integration path of CRS and physics teaching, give full play to the advantages of CRS in focusing on the core issues in the classroom, evaluation of innovative learning process to improve the effectiveness of physics teaching.

Virtual Reality: a Tool for Preservice Science Teachers to Put Theory into Practice

The purpose of the present study was to investigate, compare, and characterize interactive VR-based preservice science teacher clinical teaching environments with those of real-life teaching environments. Fifty-four college-aged students were assigned randomly to either real-life conditions or VR conditions. The main effect of the VR condition versus real-life was not statistically significant in terms of the retrospective engagement survey, psychological measures, and composite neuroimaging. This finding suggests that use of VR, in terms of the realism of the environment for the preservice science teachers allowed them to learn from modeled real-life situations for transfer of skills from VR to classroom use.

Review Seminar Based on CRS in Introductory Physics

The research on the relationship between the teaching model of seminar and the learning gain of students has been a hot topic for a long time. As the Classroom Response System (CRS) is widely used in interactive teaching environments to attract students by asking questions. This paper takes electromagnetism of introductory physics as an example to study the teaching mode of review seminar based on CRS. Focusing on the necessity of review seminar based on CRS, the teaching efficiency as well as the stability of students' learning effect under this teaching mode, this paper qualitatively discusses the necessity and teaching efficiency of review seminar based on CRS, and quantifies the learning effect of students under this mode from the correct transformation of students' concept and its stability. The results show that the teaching model of seminar based on CRS is suitable for the teaching of problem sets in introductory and has high teaching efficiency. Most of the students have the right change of physics concept after the discussion with their peers, and have stable learning gain. At the end of the paper, we discuss the shortcomings of the research and looks forward to the future research direction.

A Survey on Digital Immigrants’ Technology Usage and Practice in Teaching Digital Natives

The widespread use of digital technologies by digital natives has put a considerable amount of pressure on their educators, who are mostly digital immigrants, to recognize the relevance of digital connectivity, learn new ways of thinking and processing information of the digital natives, and integrate it into their teaching environments. The current study looks into these aspects while discussing the technology usage and practice of digital immigrant educators in higher education. A survey was conducted with a structured questionnaire on the technology usage and teaching strategies implemented by the digital immigrant educators to teach digital natives in higher education. The findings reported that digital immigrant educators must be accustomed to the a) diverse needs of digital native students and b) use and applications of digital technologies in order to create and practice interactive and collaborative teaching environments.

Assessing the Influence of Planning on Selected Instructional Behaviours of Physical Education Students from University of Education, Winneba on Internship in the Volta Region of Ghana

The purpose of this study was to assess the influence planning have on selected instructional behaviours of a group of student-interns across two teaching conditions, one planned and one unplanned. Eight physical education student-interns from the Department of health, Physical education, Recreation and Sports of University of Education, Winneba taught two 30-minute lessons to Senior High School and College of Education students. Lesson plans were developed for the first lesson (planned condition) but not the second (unplanned condition). All lessons were videotaped and employed in the data analyses. Three data collection instruments were used for the analysis of selected teaching behaviours: (a) an event recording instrument for coding teacher verbal feedback statements, (b) the Qualitative Dimensions of Lesson Introduction, Task Presentation, and Lesson Closure (QDITC) system and an interview. The results suggest that planning has a positive influence on student-interns’ instructional behaviours. For teachers in training, it seems that planning is important to the employment of "effective" teaching behaviours in the interactive teaching environment.