Behavioral Learning Research Articles

Benefits of Time Spent Outdoors in Early Childhood Education: A Systematic Review

Several studies have provided evidence that time spent in nature (i.e., in natural environments or the outdoors) plays a beneficial role in child development by positively influencing children’s cognitive processes and states (Bowler et al., 2010; Bratman et al., 2012; 2014; Cameron-Faulkner et al., 2018; Kaplan, 1995; Mitchell et al.). However, to date, no study has looked systematically at the overall literature addressing the benefits nature plays in early childhood education, primarily through outdoor learning or time spent outside in natural environments. The purpose of the current study is to provide a systematic review of the empirical literature evaluating outcomes linked to children spending time outdoors through outdoor play, forests, gardens, or school playgrounds. A systematic search of PsycINFO was conducted to identify critical studies linking the outdoors with outcomes during early childhood. Inclusion criteria were as follows: research studies conducted with children enrolled in early childhood education programs (age 2-5-year-olds) related to nature base experiences in the United States and peer-reviewed articles written in English. This search yielded 12 empirical studies. Codes were developed to examine a) what outcomes have been measured for children spending time outdoors in their early childhood education settings and b) what approaches were used to measure these outcomes. The two most measured outcomes included in studies were children’s behavior (N = 3; 25%) and educational or learning outcomes (N = 3; 25%). Most activities were child-led (N= 6, 50%) while children engaged in free-play (N = 5, 29%) and physical activities (N= 5, 29%). The most common method utilized was a quasi-experimental design (N=5, 29%), followed by secondary research designs (N=2, 16%). A few studies used rigorous methods to examine the links between children spending time outdoors and their specific beneficial outcomes. Implications for future research in this area are discussed.

Analyse prozessbezogener Verhaltensdaten mittels Learning Analytics: Aktuelle und zukünftige Bedeutung für die Unterrichtswissenschaft

ZusammenfassungInternational entwickelte sich unter dem Begriff „Learning Analytics“ in den letzten Jahren ein Forschungsfeld, das sich auf das Sammeln, Auswerten und Anwenden komplexer, häufig multi-modaler und digitaler Verhaltensspuren fokussiert. Diese Verhaltensspuren, die Lernende und Lehrende in digitalen Kontexten hinterlassen, werden mit Hilfe computerbasierter Modelle oder mittels Verfahren des maschinellen Lernens ausgewertet, um Erkenntnisse über Lehr- und Lernprozesse zu gewinnen. Die Lehr-Lernforschung nähert sich derzeit langsam dem Feld der Learning Analytics an. Ein Potenzial von Learning Analytics für die Lehr-Lernforschung wurde demnach bereits erkannt, sodass ein Weiterdenken an dieser Stelle äußerst lohnenswert erscheint. Der vorliegende Beitrag skizziert daher die inzwischen bereits stark fortgeschrittene Forschung zu Learning Analytics und stellt anhand konkreter Beispiele das Potenzial von Learning-Analytics-Ansätzen für die Weiterentwicklung von Lern- und Instruktionstheorien dar. Insbesondere wird hier auf selbstreguliertes und kooperatives Lernen eingegangen sowie auf die Gestaltung von Lernumgebung und Unterstützung von Lehrkräften. Dabei mit- und weitergedacht werden sowohl Risiken und Herausforderungen von Learning Analytics (wie fehlende Kopplung zwischen Theorie und Empirie sowie ethische Aspekte) als auch Chancen (wie Erfassung der Komplexität und Zeitlichkeit von Lehr-Lernprozessen) von Learning Analytics für die Unterrichtswissenschaft und -praxis.

Multilayer knowledge graph construction and learning behavior routing guidance based on implicit relationships of MOOCs

As a mature model of open or distance education, MOOCs provide learners and teachers with flexible knowledge propagation and independent learning methods, facilitate the online resource sharing of teachers, learners and knowledge, and realize the digital management and application of entire learning processes, but also brought the key challenge, how to achieve the adaptive learning behaviors based on knowledge graphs? This study constructs one multilayer knowledge graph prediction model of MOOCs, and implements the implicit relationships to drive suitable learning behavior routes. Firstly, the knowledge graphs in MOOCs are analyzed and described; Secondly, we combine with data structures and relationships, define appropriate node semantics and relationship characteristics, as well as learning behavior scenarios and learning needs, PMIR-BG model based on improved bipartite graph is designed to predict the implicit relationships. Experiments show that the model is efficient and reliable for tracking implicit relationships and building multilayer knowledge graphs; Thirdly, the analysis conclusions of corresponding problems are demonstrated. Through visualizing the knowledge graphs of multilayer relationships, the learning behavior routing guidance is realized. The whole research has strong theoretical value and practical significance, and provides key technologies and decisions to construct and optimize the personalized and adaptive learning processes.

Reproductive behaviour and fertilized spawns in cultured Solea senegalensis broodstock co-housed with wild breeders during their juvenile stages

The reproductive failure of Senegalese sole (Solea senegalensis) cultured males (reared entirely in captivity from egg through to adult) that do not participate in reproductive behaviours to fertilise spawns, results in a problem to achieve reproductive control in captivity. However, cohabitation with wild males has led to an increase in the involvement of cultured males in reproductive behaviour, although their contribution to fertilised spawning is still lower than that of wild breeders. This study aimed to examine the effect of different social conditions, on the reproductive behaviour and spawning success of cultured breeders over three reproductive seasons. Before starting this study, different social learning opportunities were provided to the breeders from the juvenile to the pubertal stages of the individuals. Behaviour and spawning were evaluated in four experimental groups of cultured breeders: two groups (W1 and W2) that prior to this study were reared during the juvenile stage with wild breeders that fertilized spawns, a Culture breeder group (CB) that was previously reared with cultured breeders that spawned unfertile eggs, and a negative control group (CN) that was reared in isolation from adult fish.During the three reproductive seasons, spawning was obtained from all groups. Generally, the first year had the highest egg production and the third year the lowest. However, fertilised eggs were only obtained from W1 in the first year. A total of eight fertilised spawns were collected with a fertilisation rate of 28.02 ± 13.80 % and a hatching rate of 15.04 ± 10.40 %. The mean number of larvae obtained per spawn was 7,683 ± 5,947 and the total number of larvae from all eight spawns was 61,468. The paternity analysis assigned 64.3 % of larvae to a single couple of breeders, while 34.3 % of larvae were not assigned to any single family, but inconclusively to more than three parents. The highest locomotor activity was observed in W1, while no significant differences were observed in the number of movements within W2, CB and CN. In all groups, during the peak of locomotor activity (19h00-20h00), the main reproductive behaviours observed were Rest the Head and Follow, while the Guardian behaviour was low and Coupled behaviour was only observed in W1. Over time, the reproductive behaviours decreased, except for Follow. The social learning opportunities provided by cohabitation with wild fish during juvenile stages prior to spawning in W1, increased activity and fertilised spawning. However, the number of successful spawns was low and over time stopped in association with a decrease in reproductive behaviour. This suggests that other mechanisms of behavioural learning could be involved in reproductive success, such as reproductive dominance, environmental conditions or hormonal interactions that could affect physiological processes in the reproduction of captive breeders.

Determinant of Gold Investment Decision in Z Generation: A Study of Planned Behavior and Social Learning Theory

Determinant of Gold Investment Decision in Z Generation: A Study of Planned Behavior and Social Learning Theory

Aqueous Extract of Pinellia ternata Breitenbach Tuber Ameliorates Bilateral Common Carotid Artery Stenosis-Induced Cognitive Deficit in Mice by Suppressing the Activation of Astrocytes

Background The proportion of dementia patients in Asian countries is rapidly increasing, and because vascular dementia is more common than in the West, it is recognized as important as Alzheimer’s disease. Purpose The aim of this study was to verify the benefits of Pinellia ternata Breitenbach tuber aqueous extract (PTex) in improving cognitive function and reducing inflammation in brain damage resulting from bilateral common carotid artery stenosis (BCAS). Materials and Methods Four groups of five C57BL/6 male mice each were randomly assigned (a sham group, a BCAS surgery group, and two experimental groups that received PTex concentrations of 25 and 50 mL/kg, respectively). Measuring behavioral learning and memory, the two concentrations of the extract were given orally three times a week for six weeks following BCAS surgery. Furthermore, the inflammatory response in the cerebral cortex was observed, and RNA sequencing analysis was carried out. Results The novel object recognition test revealed that the PTex-50-treated group had improved cognitive function, and the anti-inflammatory effect was confirmed by immunofluorescence staining of brain tissue. Proteins such as Apob, Shh, Dscc1, Cdc45, and Cdc6 were identified through protein-protein interaction network analysis as having a beneficial effect on BCAS-induced cognitive deficit. Conclusion Results show that PTex-50 was found to have a beneficial effect on BCAS-induced cognitive deficit.

Social media: a digital social mirror for identity development during adolescence

According to recent studies, social media are settings where adolescents construct their identities while engaging in social interactions. In digital spaces, adolescents can interact with, display, and receive feedback about themselves, contributing to the development of a clear and integrated sense of self. This paper reviews the available empirical evidence and discusses four overarching themes related to identity construction in social media: self-presentation (attempting to control images of self to others), social comparison (compare themselves with others, especially evaluating the self), role model (media figures that are social references for behavior), and online audience (friends, peers, unknow/know referents with whom users may interact online). Moreover, it proposes a new contextual perspective on identity development on social media. Informed by research on these themes that social media features allow adolescents to perform self-presentations, offering the opportunity to express interests, ideas, and beliefs about themselves (identification and role exploration). The image presented on social media exposes them to feedback, online audiences, and social comparison with peers or social models. Audiences have an impact on how adolescents think about themselves (self-concept validation). Role models can facilitate the learning of behaviors through imitation and identification (exploration and commitment). Thus, the digital world provides a context for the development of adolescents’ personal identity. This proposal aims to contribute to the construction of future theories on identity in social media and advance this area of research.

Examining the Shift in Orderly Cultural Behavior and Cultural Cooperative Learning Behavior among Students: A Pre- and Post-Experiment Perception Analysis

Objective: This study conducted a pre- and post-experiment perception analysis to examine the changes in orderly cultural behavior and cultural cooperative learning behavior among students. Method: The research involved 89 participants and utilized self-report questionnaires to collect data on various aspects of cultural behavior. The results showed significant improvements in both orderly cultural behavior and cultural cooperative learning behavior after the intervention. Results and Discussion: The percentage of students exhibiting good levels of orderly cultural behavior increased from 14.6% to 32.6%, while the proportion of students demonstrating good levels of cooperative learning behavior increased from 9% to 21.3%. The study also found a strong positive correlation between orderly cultural behavior and academic performance. These findings emphasize the importance of fostering cultural behavior and incorporating cooperative learning strategies in educational settings. Research Implications: The study suggests the need for interventions that promote cultural understanding and cooperation among students. However, the study has limitations in terms of sample size and generalizability. Future research should involve larger and more diverse samples to validate the findings. Originality/Value: In conclusion, this study highlights the positive shifts in cultural behavior and learning outcomes among students and emphasizes the significance of creating inclusive and culturally sensitive learning environments.

Impact of Demographic Profile on Sustainability Learning: A Management Education Students’ Survey

PurposeThe specific objective of the research is to analyze the impact of academic level, year of study, age group and gender on cognitive learning, socio-emotional learning, behavioural learning and overall sustainability learning. MethodologyA sample of 389 management students were considered for the current study. The study incorporates multiple regression technique using SPSS software and structure equation modeling employing AMOS 26 software. For analyzing reliability Cronbach's alpha is used and further the construct validity is established via confirmatory factor analysis and for assessing discriminant validity Heterotrait-Monotrait ratio of correlations (HTMT) is employed. FindingsThe overall sustainability learning which has been calculated from the cognitive, socio-emotional and behavioural learning scores is found to be positively impacted by the demographic variables age group and is negatively impacted by the academic level. Practical implicationsThis study suggests that the educational programmes or initiatives must be specifically designed to induce sustainability learning based on gender and age-groups. Industry specific sustainability initiatives can be included in the curricula of professional educational programmes. Originality/valueThere is a dearth of studies in measuring the impact of age group, gender, level and year of study on attainment of sustainability learning objectives in terms of cognitive, socio-emotional, and behavioural learning on professional education students especially in India.

Continuous Authentication in the Digital Age: An Analysis of Reinforcement Learning and Behavioral Biometrics

This research article delves into the development of a reinforcement learning (RL)-based continuous authentication system utilizing behavioral biometrics for user identification on computing devices. Keystroke dynamics are employed to capture unique behavioral biometric signatures, while a reward-driven RL model is deployed to authenticate users throughout their sessions. The proposed system augments conventional authentication mechanisms, fortifying them with an additional layer of security to create a robust continuous authentication framework compatible with static authentication systems. The methodology entails training an RL model to discern atypical user typing patterns and identify potentially suspicious activities. Each user’s historical data are utilized to train an agent, which undergoes preprocessing to generate episodes for learning purposes. The environment involves the retrieval of observations, which are intentionally perturbed to facilitate learning of nonlinear behaviors. The observation vector encompasses both ongoing and summarized features. A binary and minimalist reward function is employed, with principal component analysis (PCA) utilized for encoding ongoing features, and the double deep Q-network (DDQN) algorithm implemented through a fully connected neural network serving as the policy net. Evaluation results showcase training accuracy and equal error rate (EER) ranging from 94.7% to 100% and 0 to 0.0126, respectively, while test accuracy and EER fall within the range of approximately 81.06% to 93.5% and 0.0323 to 0.11, respectively, for all users as encoder features increase in number. These outcomes are achieved through RL’s iterative refinement of rewards via trial and error, leading to enhanced accuracy over time as more data are processed and incorporated into the system.

Urban structure types and students’ academic performance

ABSTRACT In this study, we propose a novel approach for estimating the relationship between neighborhood characteristics and students’ academic performance. We propose the concept of urban morphology by Urban Structure Types (USTs). USTs are spatial indicators that describe the urban system through its physical, environmental, and functional characteristics. Our academic performance data includes 344,175 students from 256 public schools in the Federal District (FD), Brazil. This is student-level academic achievement data from 2017 to 2020. We performed the UST mapping in the FD by using visual interpretation. We classified 21 different types of UST. We fit mixed-effects regression models with a student-specific random intercept and slope. The model was adjusted for temporal factors, SES factors, and variables representing the characteristics and the location of each school. Our findings suggest associations between several types of USTs surrounding schools and academic performance. Overall, areas characterized as low population density, with high green index, and high standard residences were associated with an increase in student performance. In contrast, areas that include old buildings near streets, with significant traffic density, and areas with significant exposed soil (areas devasted) were associated with a decrease in student performance. The results of our study support the creation of effective educational and urban planning policies for local interventions. These interventions are likely to translate into healthier schools and improvements in children's behavioral development and learning performance.

HOW TO UTILIZE COMPANY RESOURCES OPTIMALLY TO IMPROVE BUSINESS PERFORMANCE

Objective: This research aims to examine the influence of company resources on digital innovation and business performance, as well as the influence of digital innovation on business performance, both directly and as mediation, among members of the Telkom Indonesia MSME Digital Market (PaDi). Theoretical Framework: This research is based on the interconnectedness of company resources, digital innovation, and business performance in the MSME sector. Method: This research is quantitative research through surveys of companies that are members of the Telkom Indonesia UMKM Digital Market (PaDi). The total sample was 400 respondents taken using stratified random sampling technique. The questionnaire is prepared with a rating scale from 1 to 5 points. Data processing and analysis used structural equation modeling with Lisrel 8.5 software. Results and Discussion: The results of this research also provide managerial implications, especially for MSME players who are members of the Telkom Indonesia Digital Market (PaDi) to prioritize the development of digital innovation through continuous learning of user behavior that appears in the market, which needs to be supported by learning about developments in digital technology, as well as supported by an effective coordination mechanism. In developing digital innovation, companies need to prioritize ownershipinformation resources in accordance with market and technology developments, followed bythe ability to build organizational business relationships/networks and HR capabilities to innovate. Research Implications: The results of this research provide theoretical implications in the form of developing knowledge regarding the interconnectedness of company resources, digital innovation, and business performance in the MSME sector. Originality/Value: This study contributes to the literature by highlighting the critical role of company resources in driving digital innovation and improving business performance in MSMEs. The relevance and value of this research are evidenced by its potential impact on guiding MSME players towards effective digital innovation strategies for business success.

Harnessing Children’s Picture Books to Socialize Children About Pain and Injury: A Qualitative Study

Pain experiences are common during childhood (eg, “everyday” pain, vaccine injections) and are powerful opportunities for children to learn about pain and injury. These experiences likely inform fundamental and life-long beliefs about pain. There is scant research investigating the sociocultural contexts in which children learn about pain and injury. One unexplored context is the shared reading of picture books (eg, between parents/caregivers and children). In this study, we investigated whether shared reading of picture books that included depictions of pain and/or injury prompted parent/caregiver-child interactions. If interactions were observed, we explored what those interactions entailed. Twenty parents/caregivers (8 men, 12 women) and their children (n = 27; 10 boys, 17 girls) were recruited from libraries in South Australia. Parent/caregiver-child families chose from 8 books (7 fiction, 1 nonfiction) with varying amounts of pain/injury-related content. Shared reading interactions were video recorded, transcribed, and analyzed alongside analysis of the picture books using reflexive thematic analysis. Pain/injury-related interactions were observed between parents/caregivers and children during shared reading of picture books. Qualitative analyses generated 1 main theme and 3 subthemes. Findings identified that shared reading presented an opportunity for children’s understanding of pain and injury to be socialized through discussion of characters’ experiences. This included teaching children about pain and injury, as well as promoting empathy and emotional attunement toward characters who were depicted as being in pain. Finally, parents/caregivers often responded with observable/expressed amusement if pain/injury was depicted in a light-hearted or unrealistic way. Overall, shared reading of picture books presents an untapped opportunity to socialize children about pain and injury. PerspectiveShared reading of picture books that have depictions of pain and/or injury can prompt parent/caregiver-child interactions about pain and injury. These interactions present critical opportunities that can be harnessed to promote children’s learning of adaptive pain-related concepts and behaviors during a critical developmental period.

Application of Audio Visual Media to Improve Clean Living Behavior and Student Learning Outcomes: A Classroom Action Research

This research aims to improve students' learning outcomes and clean living behavior in Islamic religious education learning using audio-visual media. This research uses a type of classroom action research. This research design uses the Kemmis & Mctaggart design with four steps, namely planning, action, observation and reflection. The subjects of this research were junior high school students. Data was obtained using test and observation techniques. The data obtained was then analyzed using descriptive statistical techniques. The research results show that audio visual media can improve learning outcomes and clean living behavior of students in Islamic religious education learning by implementing audio visual media. This can be seen in the first cycle, the average percentage was 50% and in the second cycle it was 86%. So it can be stated that student activities develop in the second cycle. Improving student learning outcomes through the application of audio-visual media to Islamic religious education material at Darul Abrar Aceh Jaya Private Middle School was carried out over two cycles. Learning outcomes in the first cycle were 66.67% and in the second cycle were 76.67%. So it can be stated that student learning outcomes have improved better in the second cycle. Based on this, audio visual media can be used as a medium that can be considered by teachers to overcome the problem of low learning outcomes and shape students' clean living behavior, especially in learning Islamic religious education.

A Q-methodology study to identify Slovak and Czech secondary school teachers’ prioritised features of the sustainable development goals

Education for sustainable development is a broad, cross-cutting concept. How teachers in different subject areas prioritise aspects of the sustainable development goals (SDGs) impacts learning objectives and outcomes. The goal of this research was to uncover, characterise and analyse groups of teachers based their perceptions of teaching SDGs. The research was conducted using Q-methodology with a P-set of 36 Slovak and Czech secondary school teachers who were given a Q-set of 48 statements with cognitive, affective, and behavioural learning objectives in the area of sustainability. The findings suggested the existence of three clusters of teachers that differ in the way they perceive the importance of teaching concepts connected with certain sustainability goals. The three groups emphasised different features of teaching the SDGs: (1) educating pupils about prosocial attitudes because it leads to reduced inequality and discrimination; (2) providing quality education in general because it stimulates sustainable actions and (3) leading pupils to take action in their local environment. Based on these findings, some useful and important implications are discussed below.

Learning leaves a memory trace in motor cortex

How are we able to learn new behaviors without disrupting previously learned ones? To understand how the brain achieves this, we used a brain-computer interface (BCI) learning paradigm, which enables us to detect the presence of a memory of one behavior while performing another. We found that learning to use a new BCI map altered the neural activity that monkeys produced when they returned to using a familiar BCI map in a way that was specific to the learning experience. That is, learning left a "memory trace" in the primary motor cortex. This memory trace coexisted with proficient performance under the familiar map, primarily by altering neural activity in dimensions that did not impact behavior. Forming memory traces might be how the brain is able to provide for the joint learning of multiple behaviors without interference.

Motor, Cognitive, and Behavioral Impairment in TLR3 and TLR9 Deficient Male Mice: Insights into the Non-Immunological Roles of Toll-Like Receptors

Toll-like receptors (TLRs) play a critical role in initiating the innate immune response to infection or injury. Recent studies have uncovered their intriguing functions as moonlighting proteins involved in various biological processes, including development, learning, and memory. However, the specific functions of individual TLRs are still largely unknown. We investigated the effects of TLR3 and TLR9 receptor deficiency on motor, cognitive, and behavioral functions during development using genetically modified male mice of different ages. We evaluated the motor coordination, anxiety-like behavior, spatial learning, and working memory of male mice lacking the TLR3 and TLR9 genes at different ages (two, four, six, and eight months) using the rotarod, open field, water maze, and T-maze tests. We observed that the deletion of either TLR3 or TLR9 resulted in impaired motor performance. Furthermore, young TLR3-deficient mice exhibited reduced anxiety-like behavior and spatial learning deficits; however, their working memory was unaffected. In contrast, young TLR9-knockout mice showed hyperactivity and a tendency toward decreased working memory. These findings provide valuable insights into the broader roles of the TLR system beyond the innate immune response, revealing its involvement in pathways associated with the central nervous system. Importantly, our results establish a strong association between the endosomal receptors TLR3 and TLR9 and the performance of motor, cognitive, and behavioral tasks that change over time. This study contributes to the growing body of research on the multifaceted functions of TLRs and enhances our understanding of their participation in non-immune-related processes.

Behaviour support in dentistry: A Delphi study to agree terminology in behaviour management.

Dental behaviour support (DBS) describes all specific techniques practiced to support patients in their experience of professional oral healthcare. DBS is roughly synonymous with behaviour management, which is an outdated concept. There is no agreed terminology to specify the techniques used to support patients who receive dental care. This lack of specificity may lead to imprecision in describing, understanding, teaching, evaluating and implementing behaviour support techniques in dentistry. Therefore, this e-Delphi study aimed to develop a list of agreed labels and descriptions of DBS techniques used in dentistry and sort them according to underlying principles of behaviour. Following a registered protocol, a modified e-Delphi study was applied over two rounds with a final consensus meeting. The threshold of consensus was set a priori at 75%. Agreed techniques were then categorized by four coders, according to behavioural learning theory, to sort techniques according to their mechanism of action. The panel (n = 35) agreed on 42 DBS techniques from a total of 63 candidate labels and descriptions. Complete agreement was achieved regarding all labels and descriptions, while agreement was not achieved regarding distinctiveness for 17 techniques. In exploring underlying principles of learning, it became clear that multiple and differing principles may apply depending on the specific context and procedure in which the technique may be applied. Experts agreed on what each DBS technique is, what label to use, and their description, but were less likely to agree on what distinguishes one technique from another. All techniques were describable but not comprehensively categorizable according to principles of learning. While objective consistency was not attained, greater clarity and consistency now exists. The resulting list of agreed terminology marks a significant foundation for future efforts towards understanding DBS techniques in research, education and clinical care.

Multimodal fusion-based spatiotemporal incremental learning for ocean environment perception under sparse observation

Accurate ocean environment perception is crucial for weather and climate prediction. Environmental limitations and deployment costs constrain satellite and buoy real-time observation, leading to sparse data availability. This paper proposes a novel approach, multimodal fusion-based spatiotemporal incremental learning, enhancing the ocean environment perception under sparse observations. This method uses sparse real-time observations to comprehend, reconstruct, and predict the full environment. First, spatiotemporal disentanglement decouples intrinsic features by integrating physical principles and data learning. Subsequently, incremental extension captures the dynamic environment through stable representation updating and dynamic behavior learning. Then, multimodal information fusion synergizes multisource intrinsic features, enabling the full perception of the ocean environment. Finally, the methodology is supported by convergence analysis and error boundary evaluation. Validation with global sea surface temperature and western Pacific Ocean high-dimensional temperature datasets demonstrates its potential for advancing ocean research and applications using sparse real-time observation.

User Interaction Interface Design and Innovation Based on Artificial Intelligence Technology

At a time when artificial intelligence is widely used in all walks of life, the way users interact with the digital world also needs to incorporate intelligent elements to reduce the cost of connectivity. This cost can be quantified through "experience metrics", which reveal the problems users encounter when using the interface (UI), and make targeted optimization. With AI, deep learning and prediction of user behavior can be achieved to anticipate and address potential barriers to use in UI design. This will not only improve the user experience, but also promote the development of UI design in a more user-friendly and intelligent direction. Through accurate analysis of experience indicators and combined with AI technology to optimize design, the gap between users and the digital world can be greatly reduced, making digital products more suitable for user needs and achieving seamless interactive experience.