Search Results for
"deep learning"

This research seeks to examine the integration and relative significance of the hard skills necessary for Metaverse development, with a particular focus on their impact on project outcomes. Adopting a qualitative methodology grounded in grounded theory, the study conducted semi-structured interviews with 10 Metaverse managers, 10 animation educators, and 10 animation students. The findings indicate that 3D modelling, animation character and scene design, and virtual reality software are regarded as the most essential skills for the success of Metaverse projects, as they significantly enhance user immersion and engagement. Model mapping, animation special effects, and scriptwriting were considered of moderate importance, while video editing was viewed as less critical. These results address a gap in the existing literature by providing a comprehensive understanding of how various skills are prioritised and integrated into practice. The originality of this study lies in its holistic approach to analysing skill requirements from multiple stakeholder perspectives, offering actionable insights for educational programmes and industry practices. By addressing these gaps, the research contributes valuable knowledge to both the academic field and the Metaverse development industry, informing curriculum design and project management strategies. © (2024), (Herald Academic Ltd and Organizational Ergonomics). All rights reserved.

Vocational universities play a crucial role in shaping a well-prepared workforce for various industries' demands. They Integrate local wisdom into English teaching and learning, bringing cultural relevance and a deeper sense of identity to students’ educational experiences. This research aimed to find out the lecturers and student point of view about implementing local wisdom-based English teaching and learning in vocational universities. The research question was how to implement local wisdom-based English teaching and learning in vocational universities from the lecturer's and students' point of view. It used descriptive qualitative research by using content analysis. Data were collected by using the interview method using validated interview questions. It was also analyzed using content analysis and social discourse of critical discourse analysis from Fairclough. It shows that there are several lecturers' and student perceptions about the implementation of local wisdom-based English teaching and learning in vocational universities, such as motivation for students, impact on language proficiency, enhanced student engagement, tailored teaching strategies, challenging in standardization, relevance to the local context, facilitating cross-cultural understanding, cultural preservation, community development and professional development. There are some significances of the research. This research can give lecturers a new paradigm or best practices for teaching English and learning in vocational universities. This research can give the students a new learning process for English learning. Lastly, for the government, this research can be considered a policy in English teaching and learning education. © 2024, Universitas PGRI Sumatera Barat. All rights reserved.

Artificial Intelligence (AI) has revolutionized teaching and learning methods in higher education, especially in English language teaching and learning. This chapter contributes to the existing knowledge by exploring how AI has developed within the framework of teaching and learning of English, highlighting the challenges, dangers, and moral issues associated with its application. The typical classroom environment has significantly changed because of the integration of AI-powered tools and platforms in English instruction. Chatbots, automated grading systems, and language learning apps driven by AI have streamlined language education, increasing its effectiveness and accessibility. But these benefits accompany a variety of challenges and worries. Ethical concerns about data privacy, algorithmic biases, and the depersonalization of education arise as AI becomes more deeply ingrained in educational methods. Reliance on AI may inadvertently exacerbate educational disparities as long as learners’ access to technology and its advantages remain unequal. In addition, significant thought must be given to the ethical ramifications of AI-generated content as well as the possible loss of human connection in language learning settings. This chapter examines these dangers and challenges and makes the case for a well-rounded strategy that maximizes AI’s benefits while minimizing any potential downsides. Together, educators and legislators need to create moral guidelines that balance the potential of AI with human-centered learning experiences. To ensure responsible and fair AI integration and promote an inclusive learning environment that prioritizes students’ holistic development while exploiting technology breakthroughs, comprehensive assessment of the associated obstacles, risks, and ethical issues is necessary. © 2025 Fareeha Javed.

In construction technology education (CTE), construction site tours play an essential role for undergraduate students to obtain familiarity with construction environments, combine content knowledge with practice, and develop their competencies to embrace construction innovations before entering the industry. Implementing real construction site visits for education purposes faces challenges in getting access to proper construction sites and ensuring the safety of visiting students. This study combined the application of Project-based learning (PBL), game-based learning (GBL), and deeper learning theories to develop TheProjectLive ePlatform for students to experience virtual site tours. In this platform, 360-degree panoramas were utilized to present the approximate complexity of construction sites and provide an immersive learning environment. The study evaluated the effects of the proposed virtual site tour approach through two years of implementation in a tertiary course: Introductory Construction Technology and Materials. The students' knowledge acquisition and learning experience when applying the ePlatform were well measured through in-class quizzes and questionnaire surveys, respectively. Based on the descriptive and statistical sources of evidence, the developed ePlatform for conducting the virtual construction site tour demonstrated its potential to effectively improve students' transferable knowledge acquisition. The results of two in-class quizzes designed to assess students' comprehension of content knowledge and their competency to solve practical problems showed that the average scores of students who experienced the virtual site tour were higher than students who learned via lecture notes. Specifically, the average scores of the former were 13.3% and 17.8% higher than the latter in the two quizzes, respectively. According to students' feedback, this case study research also provided suggestions to further improve the proposed virtual site tour approach in tertiary CTE, emphasizing the importance of clear content presentation as well as indicating the benefits of perceived helpfulness and well-designed game elements. © 2023 American Society of Civil Engineers.

In the light of urgent global sustainability challenges, vocational education is searching for new approaches that are more just and future proof. At least a part of the answer seems to lie in so-called collaborative learning arrangements where students together with societal actors explore sustainability-related challenges. The amount of this kind of arrangements in which vocational education participates increases. Empirical studies on what actually goes on in the collaborative arrangements are rather scarce. This study addresses the theory-practice gap by applying a participatory design. The study unveils that deeply seated educational and socio-cultural routines like the student as learner, alienation from issues, a bias towards cognitive knowing and ‘solving’ problems seem to limit the possibilities for more genuine collaboration to emerge. The study also found that by intervening with creative and reflexive methods, space for transformative learning can unfold that allows engagement with existential questions like ‘what is it what I really got to do here?’. The opening up of these spaces was accompanied by longings to go beyond the rosy narratives of collaborative learning arrangements and to have more attention for the persistent embeddedness of educational routines in the societal issues around us. Vocational education as society. What happens if we progress towards vocational education for sustainable futures with more modesty and introspection?. © 2023 HAN University of Applied Science. Published by Informa UK Limited, trading as Taylor & Francis Group.

Amidst the rapid changes of this era, time constraints act as impediments to employees’ skill acquisition. However, a promising solution emerges in the form of informal workplace learning (IWL). Despite its potential, the precise impact of IWL on employability and competency development has remained an enigma. To unravel this, the present study draws upon the insights of the social learning theory. It delves deep into the impact of IWL on employability, incorporating competency development as a mediating element. The research also examines the potential moderating roles of learning goal orientation (LGO) and self-directed learning orientation (SDLO) in the IWL-competency development relationship. Leveraging data from 512 banking sector participants, the study employs a rigorous deductive design, administering a structured questionnaire through stratified random sampling. Analytical rigor is upheld via Confirmatory Factor Analysis, revealing squared multiple correlations (0.331 to 0.94) and affirming the CFA model’s validity and reliability through indices like average variance extracted (AVE) and composite reliability (CR). The hypotheses are subsequently evaluated through structural equation modelling (SEM). Findings reveal a substantial impact of IWL on employability (β = 0.13), with competency development effectively mediating this relationship (β = 0.30). While the anticipated moderating roles of LGO and SDLO do not manifest, this research furnishes valuable insights for organizations aiming to bolster their workforce’s proficiency and employability via IWL. The study contributes to the discourse on learning strategies amidst the contemporary professional landscape, urging organizations to harness the potential of IWL to foster adaptability and growth. © 2023 by author(s).

In order to illustrate how online educational services are offered, this article makes use of service blueprint technology. This diagram displays the online learning platform's internal service process, the customer contact point, and the service's user-facing components. Using this top-down approach when defining services helps to minimize difficulties connected with transience. We suggested combining NLP with WORDNET to do sentiment analysis on educational tweets. The dataset was normalized using Natural Language Processing (NLP) and WORDNET POS tagging. In addition, the Principal Component Analysis approach was used for Feature Reduction. During Ensemble Feature Selection, elastic net, recursive feature, and hybrid machine learning (decision tree (DT) and random forest (RF)) were used. Finally, as ML classification algorithms, Linear Support Vector Machine (SVM), Gaussian Naive Bayes (GNB), and Linear Regression (LR) were used. The experimental findings with various performance indicators have been shown. © 2024, Ismail Saritas. All rights reserved.

Educational institutions shape knowledges that students learn upstream and apply downstream in everyday life, notably in workplaces. Based on a critical synthesis of interdisciplinary literatures, the paper argues that current pedagogy datafies knowledges through the edtech industry, prioritizing skills and circumventing contextual and conceptual knowledges. The pedagogical orientation inculcates technocratic, non-relational thinking, obscures the effects of applications to which workers bring their learned skills, and prefigures deepening social and data injustice in a world beset with intensifying societal tensions and deep inequalities. Although scholarship on current educational trajectories presumes that the new, purportedly ‘disruptive’ digitalized technology has prompted a new pedagogy, I show that the so-called ‘new’ pedagogy has a history that would have predicted the wide-ranging problems evident in non-relational thinking and lack of critique in the data sciences and among its users. © The Author(s) 2024.

The primary task of education is to realize the goal of “establishing morality and educating people”, and to give full play to the role of the course ideology and politics Education, however, the degree of integration of the course ideology and politics Education in the current tourism management profession is not deep enough. In this paper, we start from the perspective of evaluation of the course ideology and politics Politics in the curriculum, use random search algorithm to optimize the hyperparameters of NN-Stacking algorithm, obtain the optimal hyperparameter configuration value based on the Leaky ReLU activation function to initialize the weights of the method, and construct the teaching evaluation methods of RG-UNNS and RG-CNNS, and at the same time, we use the coefficient of determination, the average absolute error, and the average error as the evaluation indexes to evaluate the effectiveness of the constructed methods. Evaluation indexes are used to assess the effectiveness of the constructed methods. In this paper, using the constructed teaching evaluation methods to evaluate the teaching effect of the course ideology and politics in the course of Tourism Management, 84.6% of the students were affected by the course ideology and politics education in the classroom of Tourism Management, and 42.35% of the students strongly agreed that this classroom improved their ability to link the theory to the practice, teamwork ability, independent learning ability, and professional literacy level. © 2023 Xiaohong Jin, published by Sciendo.

The management of modern industrial colleges is the deepening and developing the fusion of industry-teaching-creation and school-enterprise cooperation talent cultivation mode, which has strategic height and practical significance. This paper establishes the evaluation index system of the implementation mechanism of industrial colleges based on BSC theory. It creates the implementation mechanism model of mixed teaching and learning in industrial colleges. Combining qualitative and quantitative analysis, the hierarchical and fuzzy hierarchical analysis methods are used to construct the hybrid teaching quality evaluation model of industry-teaching-creation. Then the weights of the evaluation indexes of the implementation mechanism of industrial colleges are calculated. The industrial colleges of college A and college B are selected as the research objects to comprehensively evaluate the implementation effect of their mixed industry-teaching-creation teaching. The optimal model is determined by calculating the comprehensive scores of the five industry-education-creation hybrid teaching implementation mechanisms. The study shows that the highest weight of finance is 0.333. The total scores of college A and B are 80.56 and 83.33, and college B has a higher level of industry-teaching-creation hybrid teaching implementation mechanism. The composite score of the co-constructed science and technology park model is 0.233, the optimal mixed teaching implementation mechanism of Industry, education and creativity. © 2023 Li Li, published by Sciendo.