Learning Theory Research Articles

Introduction: Recent reforms in undergraduate pharmacy education [1] mandate increased clinical exposure in primary care to support the development of prescribing competencies and consultation skills. However, capacity constraints in community care, driven by workforce shortages and service pressures challenge traditional placement models [2]. Observed simulation-based education offers a scalable and innovative solution. This pilot project explored the design and implementation of a virtual clinical experience (VCE) for third-year pharmacy students, using simulation to deliver standardised, high-fidelity, experiential learning. The aim was to implement and evaluate a hybrid simulation model that addresses placement shortages, reduces clinician burden, enhances student engagement, and supports interprofessional education. Methods: Seventy-four third-year pharmacy students from the University of Brighton participated in a pilot VCE day comprising simulated GP consultations delivered via livestream. The day was structured into: Prebriefing with defined learning outcomes Live observation of two distinct GP-patient consultations with simulated patients Facilitated debriefing sessions utilising experiential and social learning theories. Prebriefing with defined learning outcomes Live observation of two distinct GP-patient consultations with simulated patients Facilitated debriefing sessions utilising experiential and social learning theories. Half way through the day students were divided into subgroups with assigned observer roles focusing on clinical, communication, and patient-centred care dimensions. Supplementary workshops and a digital health session introduced prescribing workflows and electronic health records. The simulation design was informed by Kolb’s Experiential Learning Cycle and Bandura’s Social Learning Theory, promoting active observational learning. With the midway changes, debriefing was adapted to deepen engagement. Directed observer roles transformed passive observation into purposeful participation, fostering critical thinking, reflective practice, and peer discussion [3]. Results: 84% of students reported increased confidence in consultation skills and rated 4.5/5 for enjoyment; Qualitative feedback highlighted the value of real-time observation and communication strategies. Educators rated the day 4.8/5; 100% agreed objectives were met. Identified challenges included time management and AV logistics; key improvements suggested included extended debriefs and clearer observer instructions from the start. Discussion: VCE provides a scalable, immersive solution for clinical learning in pharmacy education, addressing placement limitations while supporting high-quality, standardised experiences. The model’s success supports future iterations incorporating longitudinal simulated patient journeys to encompass the continuity of patient care in primary care. Expansion to other institutions and disciplines is feasible, promoting sustainability, and collaboration in simulation-based learning. Future evaluations will explore the integration of learner-designed cases and interprofessional simulations across multiple institutions. This will assess long-term retention of consultation skills and model scalability, contributing to national pharmacy education reform. Ethics Statement: As the submitting author, I can confirm that all relevant ethical standards of research and dissemination have been met. Additionally, I can confirm that the necessary ethical approval has been obtained, where applicable

Introduction: Medical students at University Hospitals Dorset have an 8-week placement in Paediatrics, where they are expected to develop their skills in history taking and examination of children. Previously these skills were introduced through lectures, prior to students commencing placement, where they would be expected to practice their new skills on patients. Informal feedback showed that students found this daunting. Literature on this topic shows that students find an abrupt transition from theory to practice with real patients to be challenging [1]. To address this, we designed a simulation session to occur prior to clinical placements, where we gave students the opportunity to practice their skills in a safe and low-pressure setting. Aims: 1) To increase student understanding of paediatric history taking and examination. 2) To increase student confidence assessing children prior to clinical placements. Methods: 29 students attended a simulation session covering common paediatric presentations, including wheeze, reduced oral intake and abdominal pain. Students could take a history from a simulated parent and examine the paediatric manikin. The scenarios were designed to be slow-paced, with opportunity to ask the group or faculty questions throughout, to prioritise problem-solving in a psychologically safe manner. A learner-led debrief was then followed by relevant micro-teaching by a consultant Paediatrician. Results: After the session, 100% of students agreed that simulation was a useful way to learn paediatric history taking and examination. 100% of students also felt more prepared to clerk patients during their placement after practicing their skills during simulation. When surveyed again at the end of their placement, 92% agreed that their confidence in seeing patients was improved as a result of participating in this session. Informally, staff working in the department reported they observed increased willingness for the students to see patients themselves early in the placement when compared to previous cohorts who did not have this intervention. Discussion: Simulation is a learning tool that embodies experiential learning theory, whereby students learn through a cycle of experience, reflection and experimentation [2]. Feedback from students and staff showed that simulation was a valuable method of teaching the skills of paediatric assessment, and that it prepared students well for their upcoming placement by increasing their confidence and willingness to assess real patients. This project could be enhanced with formal data collection around staff experiences of working with students who have had early exposure to simulation in contrast to traditional methods of teaching. Ethics Statement: As the submitting author, I can confirm that all relevant ethical standards of research and dissemination have been met. Additionally, I can confirm that the necessary ethical approval has been obtained, where applicable.

Introduction: Due to an everchanging healthcare environment and reduced placement availability, the NMC [1] has proposed the adoption of simulated practice learning (SPL). This has encouraged many higher education institutions (HEIs) across the country to bolster the simulation provision, preparing nursing students to face the challenges of the future in a safe environment without the risks associated with clinical practice [2]. During SPL planning for a last year undergraduate adult nursing masters programme, a learning need was identified through learners’ feedback, which highlighted their keenness to explore critical care before graduating. As the placement capacity could not be increased to accommodate large number of learners, the intensive care unit (ICU) environment was recreated digitally through projector-based interactive technology. Medical equipment, sounds, AI generated people, interactive touch-points and bed spaces were developed to increase immersion. This paper focuses on the team’s own learning journey in adopting the technology, whilst sharing with the simulation community challenges and lessons learnt. Methods: This initiative took eight weeks to develop and applied the experiential learning theory to immersive-interactive technology, combining experience, perception, cognition and behaviour [3]. A post-test design was employed to target and address pre-identified challenges (Table 1). The faculty took notes throughout the sessions and reported observations to the team lead. The two-hour-long experience followed a patient’s journey from admission to discharge and aimed to enhance understanding of specialised equipment, MDT approach, deterioration management including delirium, patient and family’s perspective on being cared for in ICU. Quizzes, videos, drag and drop exercises and a Padlet QR code were embedded to support different learning styles and maximise engagement. Structured and tailored pre-brief, brief and debriefing, using the PEARLS model, reinforced learning and assured psychological safety throughout. The steps below led to implementation. •Identify the gap •Form a team •Develop vision and aims •Develop the content •Deliver & evaluate Results: The team met to discuss foreseen challenges and findings after each iteration. The findings and solution after 4 iterations are presented in Table 1. Discussion: Implementation required a multidisciplinary approach, including educators, learning technologists, and clinicians to provide a clinically sound and psychologically safe exploratory journey of a complex placement area. Albeit the initiative was successful, the literature on immersive room implementation in healthcare programmes is scarce and future work should focus on: •Developing validated frameworks, ensuring consistency and learning effectiveness •Implementing the technology to prepare learners for placement areas like the ICU and evaluate its effectiveness Ethics Statement: As the submitting author, I can confirm that all relevant ethical standards of research and dissemination have been met. Additionally, I can confirm that the necessary ethical approval has been obtained, where applicable.

Introduction: Faculty development is imperative to delivering and maintaining high quality, impactful simulation-based education (SBE). The ASPiH guidelines outline key attributes of simulation faculty and encourage a culture of shared knowledge and expertise. [1] At The Royal Wolverhampton NHS Trust (RWT), we designed and implemented an innovative educational experience aimed at the novice SBE facilitator to ensure development of simulation faculty in keeping with ASPiH standards. The course is free and available to all RWT employees with an interest in becoming involved in SBE - from those hoping to develop their own departmental in-situ simulation programmes to those already having established roles within existing SBE. The full-day course includes workshops and simulated scenarios, with planned debriefs and meta-debriefs to optimise participant reflection and learning. The culture of the course is such that anyone from the wider multidisciplinary team (MDT) can attend, and peer observation and reflection is encouraged and facilitated. Methods: The course was developed following identification of learning need during an upsurge in the amount of in-situ SBE activity within RWT. Market research revealed several other faculty development courses available within the region, however these all involved high costs for participants, with varying curricula. Course content was developed with inputs from established faculty members. A pilot course was delivered in April 2025 with 7 participants. Pre- and post-course surveys were conducted to assess impact and acceptability, and analysed using non-parametric statistical analysis. Free-text answers were evaluated using thematic analysis. Results: Participant confidence significantly improved in a range of areas, including their understanding of learning theory and how it relates to SBE (P=0.008), facilitating debrief sessions (P=0.03), managing a ‘difficult candidate’ (P=0.0004), and understanding of the terms ‘Human Factors’ and ‘Non-Technical Skills’ and their relevance to SBE (P=0.002). Free-text responses evaluated the course as ‘Clear objectives’, ‘Interactive’, ‘Very enjoyable’. Discussion: Feedback from our pilot course is significantly positive and we hope to deliver further this course routinely throughout the next 12 months, to ensure there is opportunity for all interested to attend and develop more robust data in terms of participant numbers. Participants enjoyed this course so much that many asked for a ‘part 2’ of this course which is currently under development. We hope that by sharing this success with the wider simulation community we may encourage a culture of collaboration and shared learning and expertise. Ethics Statement: As the submitting author, I can confirm that all relevant ethical standards of research and dissemination have been met. Additionally, I can confirm that the necessary ethical approval has been obtained, where applicable.

Learning strategies are both a systematic approach and an art for managing the learning process so that learning objectives can be achieved effectively and efficiently. As a method, learning strategies are designed based on specific principles and rules derived from learning theory and educational research. This makes learning strategies a distinct field of knowledge that can be studied, developed, and applied scientifically. As an art, learning strategies demonstrate an educator's ability to creatively and flexibly utilize various learning resources, methods, and media according to student characteristics and the learning environment. A teacher who possesses sensitivity and intuition in managing learning can create a pleasant atmosphere and motivate students to be active and independent in their learning. Without a clear and directed strategy, the learning process tends to be haphazard, unfocused, and difficult to achieve. Therefore, planning and implementing appropriate learning strategies are crucial factors in the success of the educational process, as they determine the extent to which teaching and learning activities can proceed optimally and produce meaningful learning outcomes for students.

English speaking fluency is a vital communication skill for engineering students, especially in the context of increasing global collaboration and the internationalization of higher education. However, many engineering students face persistent challenges in oral communication due to a lack of confidence, limited exposure to authentic speaking environments, and traditional language teaching methods that prioritize passive learning. This study explores the effectiveness of Problem-Based Learning (PBL) as an instructional approach to enhance English speaking fluency among engineering students. PBL is rooted in constructivist learning theory and emphasizes collaborative, learner-centered activities that simulate real-world problem-solving scenarios. Through a quasi-experimental research design, two groups of engineering students at a public university in Indonesia were observed over one academic semester. The experimental group engaged in PBL-driven English speaking sessions, while the control group received conventional speaking instruction. Pre- and post-intervention assessments, alongside qualitative data from classroom observations and student reflections, were analyzed to measure improvements in fluency, coherence, and language complexity. The results revealed that the PBL group demonstrated significantly higher gains in speaking fluency compared to the control group. Moreover, students reported increased motivation, reduced speaking anxiety, and greater engagement in communicative tasks. These findings suggest that integrating PBL into English for Specific Purposes (ESP) instruction can provide engineering students with meaningful opportunities to practice language in contextually rich and cognitively engaging environments. This research contributes to the growing body of literature on innovative pedagogy in language education and offers practical implications for curriculum designers, language instructors, and policymakers aiming to improve communicative competence in STEM fields. Future studies are recommended to examine long-term impacts and scalability across diverse educational settings.

Using primary socialization theory (PST), an integrated learning theory involving family, school, and peer influences on youth behavior, we examined past year cocaine use among adolescents. The data for the study came from the NSDUH (2016–2019), a nationally representative survey of American youth which includes self-reported past year cocaine use, PST constructs, and covariates. The results from complex-survey binomial logistic regression indicated poor parental bonds, poor school bonds, and associating with substance using peers (primary components of PST) had links with past year cocaine use. Further, the results indicated associating with substance using peers had the strongest link with past year cocaine use as PST hypothesized. However, we were not able to provide evidence of the theory’s interaction hypothesis between poor parental bonds, poor school bonds, and associating with substance using peers. The limitations and implications for future research are noted.

Conflict and peace are central to societal dynamics, and effective management is crucial for global stability. This study explores the impact of human insecurity in the Federal Capital Territory and Plateau State, areas plagued by ethnoreligious conflicts, farmer-herder clashes, and insurgent activities. These issues are rooted in historical grievances, economic pressures, and insurgent threats. To address these complex challenges, innovative solutions like online peace education and conflict resolution strategies are essential. Employing a qualitative approach and analysing secondary data, this study reviews existing literature and documents to understand the contributing factors to human insecurity in these regions. Constructivist Learning Theory and Human Security Framework are used to conceptualise the efficacy of the study. Findings indicate that while obstacles such as limited internet access and digital illiteracy persist, online platforms offer significant advantages in terms of reach and scalability. Online peace education can provide flexible and accessible learning opportunities, helping to promote understanding of conflict resolution and peacebuilding principles. However, successful implementation requires overcoming technological and contextual barriers. Recommendations include enhancing digital infrastructure to ensure reliable internet access, developing hybrid models that integrate online and offline learning, promoting digital literacy, ensuring culturally relevant content, strengthening evaluation mechanisms, and supporting innovation. By adopting these measures, online peace education can effectively address human insecurity in Abuja, the Federal Capital Territory and Plateau State, fostering sustainable peace and development.

This paper explores how autoethnography, arts-based research, and transformative learning intersect to shape educational leadership. Influenced by Mezirow’s transformative learning theory and Ellis’s approach to arts-based autoethnography, this research highlights a culminating project in a CPED-aligned EdD program. Through autoethnographic artifacts, doctoral students and faculty explored identity, agency, and systemic inequities in education. This work demonstrates how autoethnography challenges traditional leadership paradigms, interrogates inequities, and empowers educators as agents of change through the use of personal narrative and creative expression. It highlights the potential of creative and reflective practices to deepen understanding, enhance leadership identity, and promote socially just educational practices.

The purpose of this study was to examine the relationship between social media usage and academic performance of undergraduate students of Sule Lamido University Kafin Hausa. The study was guided by sixteen objectives with three research questions and thirteen hypotheses. The study adopted Social Learning Theory by Albert Bandura (1977) and Student Involvement Theory by Alexander W. Astin (1984). The study adopted correlation and survey research designs. The target population was 5,321 undergraduate students of Sule Lamido University, Damaturu. The sample size was 273 participants. Instrument used to collect data for this study was the Social Media Usage Questionnaire (SMUQ). The Questionnaire items was validated by seven validators. Expert judgment method was used to calculate the validity index and the validity index was found 0.7. Cronbach's Alpha was used to determine the reliability coefficient of the questionnaire and items was found to be reliable at 0.86. The data were analysed using frequencies, percentages, Pearson Product Moment Coefficient (PPMC) and independent samples t-test. Findings showed that: WhatsApp is the most commonly use social media site followed by Facebook, Twitter, Instagram, YouTube and Wikipedia. Level of students' usage to social media types was rarely. Undergraduate students of Sule Lamido University use to spend 0-1 hour in a day on social media sites. Some of the reasons for students' usage of social media sites are; learning purpose, communication and interaction, socialisation and leisure; business, politics and regious activities. There was a significant relationship between the use of Facebook, WhatsApp and academic performance of students. It was also revealed that there was no significant relationship between the use of Twitter, Instagram, YouTube, Wikipedia and academic performance of students. There was a significant gender difference in the use of Facebook, WhatsApp and academic performance of students. There was no significant gender difference in the use of Twitter, Instagram, YouTube, Wikipedia and academic performance of students. The study concludes that, the lecturers, school guidance counselor and parents in particular should collaborate and monitor the behaviour of students towards the use of social media sites. The study recommends the introduction of guidance and counselling specifically meant for social media affairs at the University to help in the mitigation of the social media issues that influence students learning.

The purpose of this study was to examine the influence of social media on delinquent behaviour among students in selected public secondary schools in Bomet County, Kenya. Delinquent behaviour in public secondary schools disrupts the learning environment and impacts students' well-being. In Bomet County, rising cases of delinquent behaviour such as drug use and violence have led to school unrest and property destruction. Despite efforts by school administration through guidance, counselling and disciplinary actions, the persistence of these behaviours suggests unresolved underlying issues. This study was anchored on Social Learning Theory. The research employed an ex post facto design with a target population of students, teachers, school counsellors, principals and deputy principals from selected public secondary schools in Bomet County, Kenya. A sample size of 382 was determined using the Yamane Formula. Stratified sampling was used, in which the study population was divided into distinct population categories. Data collection from the final respondents utilised both purposive and simple random sampling, using a structured questionnaire. The research tool was evaluated for both validity and reliability. The data was examined utilising both descriptive and inferential statistical methods using regression and correlation with the aid of SPSS version 26. Presentation of the study findings was done using tables and graphs. Results show that social media has a positive and statistically significant influence on delinquent behaviours (β = 0.300, P< 0.000). The study recommends that curricula include digital literacy and responsible media use, as these could help mitigate delinquent behaviour among the students.

This study addresses the limited integration of place-based education (PBE) into primary science learning, particularly regarding its potential to cultivate both cognitive understanding and emotional attachment to place—key dimensions of education for sustainability. Implemented in a rural Thai primary school, a ten-week (20-h) PBE program engaged Grade 6 students in locally relevant, hands-on activities grounded in Experiential Learning Theory and Social Learning Theory. Mixed-method analysis combined rubric-based scoring of a Sense of Place Assessment with qualitative content analysis of student reflections and group work. Post-intervention results showed that 84.21% of students achieved a high level of sense of place, with the strongest gains in place knowledge, followed by place dependence and place identity. Qualitative findings revealed three developmental pathways: sustained attachment through long-term experiences, growth from surface awareness to active participation, and limited emotional connection despite involvement. These patterns illustrate diverse routes through which PBE can foster environmental stewardship by linking personal meaning-making with collaborative action. Embedding PBE in authentic school contexts can enhance students’ capacity to value, care for, and improve their immediate environments, offering a transferable model for integrating sustainability-oriented learning across curricula.

This study investigates the critical role of MAPEH (Music, Arts, Physical Education, and Health) teacher-coaches in integrating sports within the Philippine basic education system, with an emphasis on their competencies and experiences in sports coaching. Grounded in Kolb's Experiential Learning Theory, the research examines how the personal sports backgrounds of MAPEH teachers influence their effectiveness in coaching roles in Cluster 1 Junior High Schools in Philippine Basic Education System. Through a comparative-correlational approach, data was collected via surveys, focusing on variables such as coaching experience, athletic background, certification, success, knowledge of sports and sports professional assessment, development and management. The study reveals that MAPEH teacher-coaches with robust sports experiences and certifications are significantly more effective in their coaching roles. It also identifies gaps in the current professional development programs, highlighting the need for targeted support to enhance the coaching competencies of these teachers. A key outcome of this research is the proposal for a Coaching Eligibility Program, which aims to establish standardized criteria for MAPEH teachers assigned as coaches. This program is designed to ensure that teacher-coaches possess the necessary skills and knowledge to lead effective sports programs, thus elevating the overall quality of sports education within the academic curriculum. The proposed program emphasizes the importance of continuous professional development, certification, and equitable access to coaching opportunities, which are essential for fostering a competent and confident structure of teacher-coaches. The implications of this study underscore the importance of investing in the professional growth of MAPEH teachers, as their enhanced coaching competencies directly contribute to the success of school sports programs. By supporting teacher-coaches through structured eligibility criteria and professional development, the education system can achieve a more effective integration of academics and athletics, ultimately benefiting both the educators and the educational institutions.

The reform of College English education in chinese HVEsis urgently needed and it needs to align language instructions with students’ future jobs. Textbooks used in traditional education are designed mainly for general academic purposes. Textbooks used in traditional education can never be effective in motivating vocational students or equipping them with useful English to use at work. This paper fills this important vacuum with a thorough exposition about the systematic creation, usage, and evaluation of a multimodal digital textbook made from a specific kind of vocational text corpus. Two mutually supporting methodologies are adopted: the development, analysis, and mediating pedagogy of a specialized corpus embodying key vocational field’s (e.g., e-commerce, tourism, basic manufacturing, etc.) linguistic demand, and an intentional design for a multimodal digital textbook which integrates the corpus and interactive media based on cognitive learning theories. Furthermore, it studies the pedagogical adaptability of the textbook through a semesterlong mixed method case study of a large higher vocational college. It looks at effects to students participating, doing language tasks, thinking learning is worth it, and helping to change classrooms around. Findings show that use of the corpus based multimodal textbook can motivate student to learn and better outcomes are observed when students learn vocational English proficiency with relevant, authentic, scaffolded and interactive content. Integrate a model that gives a sustainable, data-driven, good solution for improving the college English teaching in higher vocational education area and make them as ready as possible to be a good employee for the industries.

The Exercise Science Practice Model (ESPM) is a foundational framework that unifies professional education, reasoning, and practice within the field of Exercise Science. Unlike allied health disciplines such as physical therapy, occupational therapy, and athletic training, Exercise Science has lacked an established practice model to guide curriculum design, professional identity, and accreditation. The ESPM bridges this gap by integrating the biopsychosocial model with critical thinking and clinical reasoning frameworks, emphasizing reflective, ethical, and evidence-based decision-making. Grounded in constructivist and transformative learning theories, the model promotes active, student-centered learning through case studies, simulations, and reflective exercises that cultivate higher-order cognitive skills.The ESPM is organized into six interrelated domains —Psychosocial, Assessment, Diagnosis, Prognosis, Intervention, and Outcome —that together provide a structured, cyclical approach to client management. Each domain incorporates both technical competencies and reflective reasoning, aligning with standards established by the American College of Sports Medicine (2020) and the National Strength and Conditioning Association (2025). Implementation within a regional University curriculum demonstrated enhanced student engagement, improved integrative reasoning, and strengthened professional identity. Preliminary outcomes suggest that ESPM fosters critical inquiry, ethical awareness, and interprofessional collaboration, aligning with current educational reforms in health sciences.Ultimately, the ESPM advances Exercise Science education by providing a replicable, evidence-informed framework that promotes curricular coherence, professional legitimacy, and the cultivation of reflective, competent practitioners prepared for the evolving demands of preventive health and performance science.

This systematic review examines the complex relationship between cultural identity and English as a Second Language (ESL) acquisition in African rural contexts. A comprehensive literature search strategy was conducted across multiple academic databases, from which 127 peer-reviewed studies published between 2010 and 2024 were identified. Through an analysis of relevant theoretical frameworks and a purposively selected sample of 49 empirical studies, this examination synthesizes current understanding of how rural African learners navigate cultural identity challenges while acquiring English proficiency. The review integrates psychosocial theories, sociocultural learning theory, social learning theory, and postcolonial perspectives to provide a multidimensional understanding of the intersections between identity and language. The findings reveal that rural African ESL learners face unique challenges, including cultural identity conflicts, community resistance, intergenerational tensions, and limited culturally responsive pedagogical resources. They suggest that successful ESL acquisition in rural African contexts necessitates culturally responsive approaches that validate local identities while promoting English proficiency development. This review contributes to the growing body of literature on culturally sustaining pedagogy and provides recommendations for educators, policymakers, and researchers working in African rural educational contexts. The implications extend beyond language learning to encompass broader questions of cultural preservation, educational equity, and sustainable development in rural African communities.

Experiential learning is now critical in bridging the gap between theory and practice in accounting, especially in the context of small and medium-sized enterprises (SMEs). There is now an even greater expectation for graduates to have profound knowledge and sophisticated adaptive professional skills. This study focuses on the role of self-reflection in the integration of accounting knowledge with practice during SME engagement projects. Reflective reports of 14 student groups were explored using thematic analysis. Kolb’s theory of experiential learning provided the guiding framework for the study. Results revealed five interrelated themes. The first three themes, Critical Thinking, Theory–Practice Link, and Problem-Solving, are external and pertain to practice at the SME. The fourth and fifth themes, Professional Growth and Skill Development, are internal and pertain to self-reflection. Combined, the findings show the degree of improvement that real SME experiential learning contexts provide in bridging the accounting theory–practice gap and developing complex boundaryless skills in graduates. It allows for the articulation and internalisation of both technical and non-technical skills. The integration of SMEs can enhance the national accounting education framework more effectively. From the policymakers’ standpoint, this will improve graduate preparedness. SMEs get meaningful learning contexts for students and value in return for accounting services, creating mutual benefits. Providing the basic outline of external professional practice and internal professional practice themes structured around professional development is this study’s main contribution. It adds to the accounting pedagogy body of literature by demonstrating that these components can be unified to bolster teaching, sharpen technical and employability skills, and, in principle, be adapted to other business disciplines.

With the development of the digital age, online exhibitions of artworks are becoming increasingly popular, but visual effects problems frequently occur. About 70% of artworks have room for improvement in visual presentation, and the feedback rate of online exhibition audiences being dissatisfied with the visual effects is as high as 45%. To solve this problem, this paper proposes a Multimodal Learning Framework for Visual Enhancement of Digital Artworks (ArtFusionNet) for enhancing the visual effects of artworks based on multimodal learning. The algorithm integrates multimodal information such as color, line, light, and shadow through feature extraction, attention mechanism, multimodal fusion, and visual effect optimization modules. A comparison was made between deep learning-based picture super-resolution techniques and more conventional methods of color correction. The studies were carried out on several datasets, including WikiArt and ArtBench-10, and the results were quite interesting. The results show that the technique proposed in this research improves the color restoration of artworks by 40% and the richness of detail by 35%. Regarding color restoration of oil paintings, the average color difference is only 2.14, much lower than the comparison algorithm. This study enriches the theory of multimodal learning and visual effect optimization of artworks in computer vision, providing strong technical support for digital dissemination.

Using Reinforcement Learning and Game Theory for Determining Cooperative Nodes in Multi-hop Wireless Networks

Does artificial intelligence-assisted learning positively affect college students’ motivation, emotion regulation, and academic uncertainty? Insight from situated learning theory