Abstract:With the advancement of the “Internet +” time, school lessons, family education, and social education, today’s college students present some characteristics that are different from those of previous college students. They are more active, dare to express, have the courage to express, can acquire knowledge through various channels such as the Internet, and are extremely concerned about current hot topics or current affairs. Therefore, they have higher requirements for teaching content and are not interested in … Show more
“…Li, J. et al conducted relevant research on higher vocational political education during the Internet + era and believed that the integration of Internet technology into the ideological and political classroom of college students has brought about a certain challenge to the teaching of teachers. Proposed the use of personalized recommendation algorithms for higher vocational Civics and Political Education [16]. An, K. studied the development of college ideological and political education under the background of artificial intelligence and pointed out that artificial intelligence technology was not highly integrated with college ideological and political education.…”
In this study, we successfully realized the interaction design of virtual Civics teaching scene through multiresolution hierarchical detail (LOD) model, and constructed an immersive teaching environment using texture mapping technology. Combined with the gesture recognition and training of Adaboost classifier, this paper proposes an innovative interaction model for virtual Civics and Politics teaching. Through in-depth Analysis of the virtual interactive teaching elements of Civics courses in colleges and universities, this study conducted a covariance analysis of the aspects of creativity, critical thinking, metacognition, self-efficacy, and scientific ideological reasoning. Then it explored the effects of different places of origin and types of schools on the acceptance of virtual Civics courses by the students. It was found that among the science and engineering and teacher training students, the science and engineering students paid more attention to the virtual Civics teaching (3.36 and 3.05, respectively). In addition, compared with traditional Civics teaching, virtual practice teaching significantly increased students’ motivation (3.79), proving that Civics courses incorporating virtual interaction design have significant advantages in improving learning attractiveness.
“…Li, J. et al conducted relevant research on higher vocational political education during the Internet + era and believed that the integration of Internet technology into the ideological and political classroom of college students has brought about a certain challenge to the teaching of teachers. Proposed the use of personalized recommendation algorithms for higher vocational Civics and Political Education [16]. An, K. studied the development of college ideological and political education under the background of artificial intelligence and pointed out that artificial intelligence technology was not highly integrated with college ideological and political education.…”
In this study, we successfully realized the interaction design of virtual Civics teaching scene through multiresolution hierarchical detail (LOD) model, and constructed an immersive teaching environment using texture mapping technology. Combined with the gesture recognition and training of Adaboost classifier, this paper proposes an innovative interaction model for virtual Civics and Politics teaching. Through in-depth Analysis of the virtual interactive teaching elements of Civics courses in colleges and universities, this study conducted a covariance analysis of the aspects of creativity, critical thinking, metacognition, self-efficacy, and scientific ideological reasoning. Then it explored the effects of different places of origin and types of schools on the acceptance of virtual Civics courses by the students. It was found that among the science and engineering and teacher training students, the science and engineering students paid more attention to the virtual Civics teaching (3.36 and 3.05, respectively). In addition, compared with traditional Civics teaching, virtual practice teaching significantly increased students’ motivation (3.79), proving that Civics courses incorporating virtual interaction design have significant advantages in improving learning attractiveness.
“…Network ideological and political education has developed along with China's access to the Internet and is a product of the integration and development of ideological and political education and Internet technology. In the new era, network ideological and political education in colleges and universities must keep abreast of the times, seize the opportunity of the indepth integration of information technology, meet the challenges of reality, make the mainstream values spread throughout the network society and the real society, and contribute to the cultivation of new people of the times [6][7][8].…”
With the Internet era’s development, information technology’s role in education has become more prominent. In this paper, we firstly design the quality index of college network ideological and political education from the two broad dimensions of the goal (network ideological and political education work) and goal achievement (network ideological and political education effectiveness) of the quality of network ideological and political education in colleges and universities in the new era. Then, combining XGBoost algorithm and TPE hyperparameter optimization method, XGBoost is used as a classification model, and its iterative optimization is carried out by TPE hyperparameter optimization method, to establish the prediction model of the quality of ideological and political education based on XGBoost-TPE. Then, the online ideological and political education courses of university X are taken as the research object, and data are collected and calculated to study the prediction of the effectiveness of each index on the Civic and Political Education. Finally, the predicted and actual scores of the two ideology and politics courses are compared to explore the influence of teachers’ teaching quality factors on the quality of ideology and politics education. The analysis shows that the quality of course parenting, the quality of research parenting, and the home-school-society linkage parenting mechanism have the most significant influence on the predicted direct, indirect, and spillover effectiveness of ideological education, respectively, which are more than 60%. Teacher 1 and Teacher 2 contributed 2.38 and -1.13 to the achievement of Course D, and Teacher 3 and Teacher 4 contributed 2.47 and -2.53 to the accomplishment of Course E, respectively.
“…This article has been retracted by Hindawi following an investigation undertaken by the publisher [1]. This investigation has uncovered evidence of one or more of the following indicators of systematic manipulation of the publication process:…”
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