Intelligent Technology-Based Improvement of Teaching Ability of Professional Courses in Art Design

Peng, Jing

doi:10.3991/ijet.v15i23.19029

Cited by 10 publications

(10 citation statements)

References 22 publications

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“…Therefore, provided that the instructors applied an integration of the learning patterns of active learning and childcentered learning, this would fully generate the perfection to level up the knowledge and craft skills for the learners, including create interest with high effectiveness. Finally, according to the results for the student groups, this confirmed that the ideas had an increasing trend of generating better scores with the students after applying these two learning patterns simultaneously; the better result from the learners showed the additional skills [44]; such as, good thinking skill and flexible thinking skill after graduation from the classrooms [45][46].…”

Section: Discussionmentioning

confidence: 73%

Ideas for Creation: A Comparison of the Learning Results of Three-Dimensional Images between Active Learning and Child-Centered Education of Product Design Students

Egwutvongsa

Seviset

2021

Int. J. Emerg. Technol. Learn.

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This research conducted a comparison of the learning results for the creation of three-dimensional images between active learning and child-centered education. The population and group sampling comprised 90 freshmen students in the Design Education program of King Mongkut’s Institute of Technology Ladkrabang during the Academic Year 2019-2020. Similarly, the population was classified from the selection of systematic random sampling with 45 people for active learning and 45 people for child-centered education. In addition, the research tool used in this research was knowledge and skills test for the students, which was an appropriate test with the simplicity and ability to categorize, accordingly (P = .64; r = .62). The results showed that the students who were studying active learning had higher scores than those studying child-centered education, which had a statistical significance of .05. This case brought the positive features of each of the two methods to be integrated as mixed learning that would also be suitable for the study program of the students. As a result, it was found that the pretest and t post-test had a correlation (Sig. = 0.000) in a positive direction (r = 0.492), as well as displayed the post-test scores at a higher level than the pretest scores, thus having a statistical significance level of .05.

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Section: Discussionmentioning

confidence: 73%

Ideas for Creation: A Comparison of the Learning Results of Three-Dimensional Images between Active Learning and Child-Centered Education of Product Design Students

Egwutvongsa

Seviset

2021

Int. J. Emerg. Technol. Learn.

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“…Timely feedback is needed to improve learning and optimize teaching and learning. e smart classroom visualizes data with the support of data analysis technology, and teachers and students can receive timely learning data [17]. As a result, they can visually grasp the learning situation, thus facilitating the improvement of teaching and learning and the achievement of teaching goals.…”

Section: Introductionmentioning

confidence: 99%

Analysis and Practice of Using Modern Information Technology for Classroom Teaching Mode Reform

Liu

Zhou

Dai

et al. 2022

Mobile Information Systems

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In the context of continuous technological progress, the application of information technology in the field of education has gradually opened the door to innovation. The integration of information technology and curriculum is the use of information technology to present the curriculum in a new way in the teaching process. Therefore, compared with the traditional teaching mode, the integration of information technology and curriculum is more flexible and can show the boring classroom vividly and graphically in front of students, thus motivating students to learn actively and improving classroom efficiency. In recent years, with the continuous development of computer technology, the rise of information technology such as data analysis and the Internet of Things has caused a wave of “Internet+” education. With the promotion of education informatization, the smart classroom has been developed based on modern education technology. As a result, the classroom teaching mode based on modern information technology has become one of the hot spots for research. As a product of the integration of new technologies and teaching, the smart classroom creates a better learning environment for students with features such as intelligence, diversity, and personalization. At the same time, this teaching model gradually cultivates the information literacy of teachers and students while improving learning effectiveness. Also, with the rapid development of modern information technology, integrated teaching has become a popular and common teaching method. In this context, integrated teaching has a great impact on traditional teaching methods. This requires teachers to make corresponding changes in classroom teaching methods, approaches, and strategies in line with the trend of the times. However, although there are many changes, the corresponding teaching theory has not been updated. While modern information technologies such as artificial intelligence and big data have been widely used to track, collect, and analyze human behavior, it has been difficult for teachers to integrate these technologies into their teaching to help them teach effectively. In recent years, a growing number of experts and scholars have joined the discussion on instructional design that incorporates modern information technologies. There is a need to explore how to teach students in depth through big data and other tools, but there is no complete theoretical chain. Therefore, it is necessary to explore the reform and practice of modern Internet-based classroom teaching models. This study begins with an understanding of the current utilization of smart learning platforms in some schools and the teaching needs of IT subjects. After identifying the value of the IT smart classroom teaching model, the current research status of the smart classroom is outlined, and related concepts and theories are outlined and understood. After that, the characteristics of smart classrooms are summarized, and the traditional classroom, flipped classroom, and smart classroom are compared and analyzed.

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“…The rapid development of online technology and information technology has brought certain changes to the learning environment, learning contents, and learning methods in the field of education [1][2][3][4][5][6]. Hybrid learning, which is in line with the national strategy of information-based education, can promote the autonomous learning ability, cooperative learning ability, and personalized development of students [7][8][9][10][11].…”

Section: Introductionmentioning

confidence: 99%

Learning Behaviors and Cognitive Participation in Online-Offline Hybrid Learning Environment

Meng-nan

2022

Int. J. Emerg. Technol. Learn.

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Hybrid learning, which integrates online teaching and offline teaching, can promote the autonomous learning ability, cooperative learning ability, and personalized development of students. Whether online learning or offline learning, the learning quality hinges on the good learning behaviors and learning participation. The existing studies have paid little attention to the learning behaviors in various dimensions. As a result, there is no scientific criterion for quantifying students’ cognitive participation. This paper explores learning behaviors and cognitive participation in online-offline hybrid learning environment. Firstly, the authors provided the clustering algorithm and dimensionality reduction algorithm for learning behavior analysis under the hybrid learning environment. Then, the student cognitive participation was modeled, and the dynamic cognitive participation degree in each learning dimension was weighted through partial correlation analysis. The proposed model was proved effective through experiments.

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Intelligent Technology-Based Improvement of Teaching Ability of Professional Courses in Art Design

Cited by 10 publications

References 22 publications

Ideas for Creation: A Comparison of the Learning Results of Three-Dimensional Images between Active Learning and Child-Centered Education of Product Design Students

Ideas for Creation: A Comparison of the Learning Results of Three-Dimensional Images between Active Learning and Child-Centered Education of Product Design Students

Analysis and Practice of Using Modern Information Technology for Classroom Teaching Mode Reform

Learning Behaviors and Cognitive Participation in Online-Offline Hybrid Learning Environment

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