作者：
Su, Kuangxi;Yao, Yinhong;Zheng, Chengli;Xie, Wenzhao
期刊：
International Review of Economics & Finance,2023年83:35-50 ISSN：1059-0560
通讯作者：
Chengli Zheng
作者机构：
[Zheng, Chengli; Su, Kuangxi] Cent China Normal Univ, Sch Econ & Business Adm, Wuhan, Hubei, Peoples R China.;[Zheng, Chengli; Su, Kuangxi] Cent China Normal Univ, Financial Engn Res Ctr, Wuhan, Hubei, Peoples R China.;[Yao, Yinhong] Capital Univ Econ & Business, Sch Management & Engn, Beijing, Peoples R China.;[Xie, Wenzhao] Changjiang Secur Co Ltd, Wuhan, Hubei, Peoples R China.
通讯机构：
[Chengli Zheng] S;School of Economics and Business Administration, Central China Normal University, China<&wdkj&>Financial Engineering Research Center, Central China Normal University, China
摘要：
Effective and robust crude oil hedging strategies are becoming increasingly important for investors. However, due to the differences between data characteristics, the choice of model usually has a significant impact on hedging performance, and an incorrect model can make the hedging performance less efficient and robust. In this paper, a novel hybrid hedging model is proposed to reduce the model uncertainty. In detail, different hedging models are combined to construct a hybrid. Then, the maximum percentage reduction of the hybrid is selected as the optimization target to derive optimal hedge ratios and combination weights. The essence of the hybrid hedging model is to choose a better one among different strategies. In the empirical analysis, we construct the hybrid model by combining three single models: parametric, nonparametric, and semiparametric minimum-CVaR hedging models. The empirical results show that the novel hybrid model significantly outperforms other four competitive models in return, Sharpe ratio, maximum drawdown and downside volatility, while slightly outperforms other competitors in CVaR reduction. The robustness tests by changing the window width, confidence level, data frequency, empirical data, and objective function to be optimized validate the above conclusions.
作者机构：
[Ma, Jingjing; Han, Miaomiao; Liu, Qingtang; Yu, Shufan; Wu, Linjing] Cent China Normal Univ, Fac Artificial Intelligence Educ, Sch Educ Informat Technol, Wuhan 430079, Hubei, Peoples R China.;[Ma, Jingjing; Han, Miaomiao; Liu, Qingtang; Yu, Shufan; Wu, Linjing] Cent China Normal Univ, Hubei Res Ctr Educ Informationizat, Wuhan 430079, Hubei, Peoples R China.;[Johnson-Glenberg, Mina C.] Arizona State Univ, Dept Psychol, Tempe, AZ 85281 USA.;[Ba, Shen] Univ Hong Kong, Fac Educ, Hong Kong 999077, Peoples R China.
通讯机构：
[Shufan Yu; Qingtang Liu] S;School of Educational Information Technology, Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan, 430079, Hubei, China<&wdkj&>Hubei Research Center for Educational Informationization, Central China Normal University, 430079, Hubei, China
关键词：
Augmented and virtual reality;Applications in subject areas;Human-computer interface;Media in education;Simulations
摘要：
While virtual reality (VR) provides a great potential for musical instrument learning, little attention has been paid to the instructional design in creating a VR musical instrument. Previous research has suggested that high embodied interaction or added visual cues (e.g., distinctive colors, flashing areas) on VR-based musical instrument may aid students' learning. In this study, we investigated the feasibility and efficacy of the embodied design (low and high level of embodiment; LoEmb and HiEmb) and visual cues (low and high level of visual cues; LoViz and HiViz) on students' musical instrument learning. Four corresponding virtual Chinese dulcimers (Yangqin) were thereby designed. A sample of 112 university students participated in our study, and they were randomly assigned into the four conditions (LoEmb & LoViz, LoEmb & HiViz, HiEmb & LoViz, and HiEmb & HiViz). Results showed that the LoEmb design benefited students' completion rate, the HiViz improved students' playing rhythmic accuracy. Both LoEmb and HiViz decreased students' playing errors and improved their overall performance. Moreover, we found that the HiViz and HiEmb designs had a combined effect on reducing students’ cognitive load and improving the instructional efficiency of learning material. These findings collectively reveal that the design of VR learning materials should carefully consider the trade-off between the level of embodiment and visual cues.
期刊：
Learning and Individual Differences,2023年107:102348 ISSN：1041-6080
通讯作者：
Lu, GQ
作者机构：
[Lu, Guoqing] Northwest Normal Univ, Sch Educ Technol, Lanzhou, Gansu, Peoples R China.;[Xie, Kui] Michigan State Univ, Coll Educ, Lansing, MI 48824 USA.;[Liu, Qingtang] Cent China Normal Univ, Sch Educ Informat Technol, Wuhan, Hubei, Peoples R China.;[Lu, Guoqing] 967 Anning East Rd, Lanzhou 730070, Gansu, Peoples R China.
通讯机构：
[Lu, GQ ] 9;967 Anning East Rd, Lanzhou 730070, Gansu, Peoples R China.
关键词：
Emotional engagement;Experience sampling method;Blended classroom;Hierarchical linear modeling;Distal and proximal factors
摘要：
As emotional experience is a crucial factor influencing students' learning and performance, it is important to understand what influences their emotional engagement in blended learning. In this study, pretest, posttest, and experience sampling methods were used to capture longitudinal data from 61 preservice teachers from two classes at a university in central China. Hierarchical linear modeling techniques were employed to investigate how distal course-level academic motivation, proximal appraisals, and activity types affected emotional engagement. We found: (1) positive emotional engagement in classroom lectures was higher than that in online micro-lectures, while negative emotional engagement in classroom group discussions was higher than that in online group discussions; (2) proximal situational interest and perceived skill had a strong positive influence on positive emotional engagement and a strong negative influence on negative emotions; and (3) distal autonomous motivations positively predicted positive emotional engagement, while controlled motivations positively predicted negative emotional engagement. Educational Relevance and Implications Statement. In this study, the results of hierarchical linear modeling indicated that situational interest and perceived skill positively predicted positive emotional engagement and negatively predicted negative emotional engagement. The distal course-level autonomous motivation positively predicted positive emotional engagement during subsequent learning activities, while distal course-level controlled motivation positively predicted negative emotional engagement. The results also showed that course-level academic motivation and cognitive appraisals of the activity were more important than the mode and type of learning activities for emotional engagement. In practice, to improve students' emotional experiences in blended learning contexts, instructors should enhance students' autonomous motivation, perceived control and value of learning activities in blended learning contexts.
作者机构：
[Lu, Guoqing; He, Xiangchun] Northwest Normal Univ, Sch Educ Technol, Lanzhou 730071, Peoples R China.;[Liu, Qingtang] Cent China Normal Univ, Hubei Res Ctr Educ Informat, Wuhan 430079, Peoples R China.;[Xie, Kui] Michigan State Univ, Coll Educ, E Lansing, MI 48824 USA.;[Zhang, CW; Zhang, Chenwen] Hubei Univ Arts & Sci, Sch Educ, Xiangyang 441021, Peoples R China.;[Shi, Yafei] Henan Normal Univ, Fac Educ, Xinxiang 453007, Peoples R China.
通讯机构：
[Zhang, CW ] H;[Lu, GQ ] N;Northwest Normal Univ, Sch Educ Technol, Lanzhou 730071, Peoples R China.;Hubei Univ Arts & Sci, Sch Educ, Xiangyang 441021, Peoples R China.
关键词：
smart classroom;situational engagement;student satisfaction;experience sampling method;seating factors;self-determination theory;flow theory
摘要：
As a technology-enhanced student-centered learning environment, smart classrooms are becoming increasingly popular in higher education. It is undoubtedly important to understand how seating and motivational factors affect situational engagement and satisfaction in smart classrooms. Pre-survey, experience sampling method, and post-survey were used in this study to conduct a longitudinal survey of 113 pre-service teachers in three courses at a university in central China. Descriptive statistics, bivariate correlations, hierarchical linear modeling, and hierarchical linear regression were used to investigate the effects of seating factors and motivational factors on engagement and satisfaction in smart classrooms. We found: (1) for the seating factor, the distance of the seat from the center point predicted student situational engagement in the smart classroom; (2) for motivational factors, needs of competence and competence during the activity predicted student situational engagement, while autonomous motivation at the beginning of a course strongly predicted student situational engagement in subsequent activities; and (3) of all the factors, situational engagement was a significant predictor of students’ final course satisfaction and fully mediated the relationship between autonomous motivation and satisfaction. Finally, some practice implications are discussed to improve engagement and satisfaction in technology-enhanced environments.
期刊：
Language Teaching Research,2023年 ISSN：1362-1688
作者机构：
[Pi, Zhongling; Li, Xiying] Shaanxi Normal Univ, Xian, Peoples R China.;[Yang, Jiumin; Liu, Caixia] Cent China Normal Univ, Wuhan, Peoples R China.;[Wang, Luchun] Peking Univ, Hosp 6, Inst Mental Hlth, Beijing, Peoples R China.;[Li, Xiying] Shaanxi Normal Univ, South Changan Rd 199, Xian 710062, Shaanxi, Peoples R China.
关键词：
EEG;foreign language vocabulary instructional videos;text cues;visual cues;working memory
摘要：
Vocabulary learning is basic for mastering a foreign language. Many students learn foreign language (FL) vocabulary via instructional videos outside of traditional classrooms, as there is no limit to time or space. Cues (e.g. coloring, highlighting, arrows, and text) are design features in instructional videos that not only guide learners' attention, but also facilitate the organization and integration of information. However, little is known about how visual cues and text cues influence FL vocabulary learning from instructional videos. In Experiment 1, we tested the effects of synonym text cues presented before the instructional video and visual cues during the video. Effects were measured in terms of participants' judgments of learning and objective measures of learning performance (indicated by accuracy on immediate and delayed tests). Learners showed highest accuracy in the text cues condition, followed by the visual cues condition, and finally the no cues condition. In Experiment 2, we tested the neural oscillatory correlates of cues in FL vocabulary instructional videos based on electroencephalogram (EEG) evidence of frontal theta and frontal-parietal alpha power. Compared to visual cues during the video, text cues before the video elicited higher frontal theta power, suggesting higher working memory processing, at the early stage of learning from instructional videos. The results of this study have implications for designing effective FL vocabulary instructional videos with cues.
作者：
Yang, Weipeng;Hu, Xinyun;Yeter, Ibrahim H.;Su, Jiahong;Yang, Yuqin;...
期刊：
Journal of Computer Assisted Learning,2023年40(2) ISSN：0266-4909
通讯作者：
Yang, WP
作者机构：
[Hu, Xinyun; Yang, Weipeng] Educ Univ Hong Kong, Dept Early Childhood Educ, Hong Kong, Peoples R China.;[Yeter, Ibrahim H.] Nanyang Technol Univ, Natl Inst Educ, Nat Sci & Sci Educ Acad Grp, Singapore, Singapore.;[Su, Jiahong] Univ Hong Kong, Fac Educ, Hong Kong, Peoples R China.;[Yang, Yuqin] Cent China Normal Univ, Fac Artificial Intelligence Educ, Wuhan, Peoples R China.;[Lee, John Chi-Kin] Educ Univ Hong Kong, Dept Curriculum & Instruction, Hong Kong, Peoples R China.
通讯机构：
[Yang, WP ] E;Educ Univ Hong Kong, Dept Early Childhood Educ, Room B2-2-F-27, 10 Lo Ping Rd, Hong Kong, Peoples R China.
关键词：
AI literacy;early childhood curriculum;multimodality;pedagogical strategies;technology-enhanced embodied learning
摘要：
Abstract Background Artificial Intelligence (AI) literacy is a crucial part of digital literacy that all individuals should possess in today's technologically advanced world. Despite the potential benefits that AI education offers, little research has been done on how to teach AI literacy to children. Objectives This study aimed to fill that gap by investigating how children were engaged in AI literacy activities that are supported by intelligent agents. These activities were implemented in a Hong Kong kindergarten with a class of six 5‐year‐olds (Mage = 62.83 months, SD = 2.91) over a 6‐week period. Methods The study gathered data from multiple sources, including classroom observations, teacher interviews, and documents/artefacts. Results and Conclusions The results showed that children could learn about AI through interaction with intelligent agents in embodied learning contexts. The findings of this study have implications for the broader field of digital technology education, particularly in the context of early childhood education.
摘要：
Computer-supported collaborative concept mapping (CSCCM) integrates technology and concept mapping to support students’ knowledge understanding, and much research on the behavioral patterns involved in CSCCM activities has been conducted. However, there is limited understanding of the differences in knowledge understanding and behavioral patterns between students with different levels of collaboration perception. This study examined the impact of students’ perceptions of collaboration on their knowledge understanding and behavioral patterns in the CSCCM activity. A total of 36 individuals from the same university participated in this study. The findings suggested that compared with students with a low level of collaborative perception, students with a high level of collaborative perception could obtain better conceptual knowledge understanding. However, there was no significant difference in factual knowledge understanding between students with different levels of collaboration perception. For behavioral patterns, students with a high level of collaboration perception demonstrated more diverse behavioral transition sequences, students with a middle level of collaboration perception demonstrated more repetitive behavioral sequences, and students with a low level of collaboration perception demonstrated less behavioral transition sequences. The findings of this research can provide a reference for teachers to design CSCCM activities in the classroom.
期刊：
Research in Science & Technological Education,2023年:28 ISSN：0263-5143
通讯作者：
Qiao, CL;Wang, JY
作者机构：
[Chen, Yuqing; Qiao, Cuilan] Cent China Normal Univ, Coll Phys Sci & Technol, Wuhan, Peoples R China.;[Guo, Qing] Cent China Normal Univ, Fac Artificial Intelligence Educ, Wuhan, Peoples R China.;[Wang, Jingying] Beijing Normal Univ, Fac Educ, Beijing, Peoples R China.;[Qiao, Cuilan] Cent China Normal Univ, Coll Phys Sci & Technol, Wuhan 430079, Peoples R China.;[Wang, Jingying; Wang, JY] Beijing Normal Univ, Fac Educ, Beijing 1000875, Peoples R China.
通讯机构：
[Qiao, CL ] C;[Wang, JY ] B;Cent China Normal Univ, Coll Phys Sci & Technol, Wuhan 430079, Peoples R China.;Beijing Normal Univ, Fac Educ, Beijing 1000875, Peoples R China.
关键词：
Reading in science;eye-tracking;systematic review;science education
摘要：
BackgroundEye-tracking methods can compensate for the shortcomings of traditional reading in science in terms of understanding thereader's cognition and the reading process, etc. There is a growing body of research on the use of eye-tracking methods in reading in science, but a systematic review is lacking.PurposeThe purpose of this study was to analyze the current state of eye-tracking in reading in science, including research trends, number of participants and grade level, brand of eye-tracker, content and subject matter of the reading material, areas of interest (AOI) delineation, eye-tracking indicators, study content and analysis methods, and conclusions drawn.SampleDatabases are Web of Science and Scopus, after screening 44 literature were included in the study.Design and methodsSystematic literature review following PRISMA process.Results(1) The eye-tracking method has been consistently gaining attention among researchers over the past decade; (2) Participants are mainly college students and elementary school students, with the majority of participants numbering less than 100; (3) EyeLink, Tobii, and SMI are the commonly used brands of eye-tracking devices.The reading materials cover various branches of natural sciences. More than 90%of the studies used ANOVA methods. AOI can be classified according to the format of material presentation, functional attributes of the content, and the location of the material display. (4) Fifteen commonly used eye movement indicators, such as total fixation duration and number of saccades between AOI,and 8 unique eye movement indicators, such as number of blinks, as well as summarizes key general or important findings.ConclusionThis study provides significant implications for understanding the current state of research, such as research content and the use of eye movement indicators. Furthermore, recommendations are provided for future studies such as increasing the number of participants, using more diverse eye movement indicators, and analyzing methods.
作者机构：
[Zou, Shiqian; Ke, Xianbing] Cent China Normal Univ, Wuhan, Peoples R China.;[Ke, Xianbing] Cent China Normal Univ, Sch Foreign Languages, English Dept, 152 Luoyu Rd, Wuhan 430079, Peoples R China.
通讯机构：
[Ke, X.] C;Central China Normal UniversityChina
摘要：
This study investigates the process by which English as a Foreign Language (EFL) student teachers transmute their Pedagogical Content Knowledge (PCK) into Personal Practical Knowledge (PPK) within a blended learning community. Data sources, including conversation transcripts, reflective journals, and field notes, were meticulously examined utilizing the commonplaces of temporality, sociality, and place. Several key findings were unveiled: (1) the volume and focal points of transformed PPK varied across participants; (2) the metamorphosis of PCK into PPK was found to be selectively partial, filtered by factors such as previous learning experiences, course expectations, and levels of engagement; and (3) the selection process was molded within the dynamic interplay of the internal components of the blended learning community and the external socio-cultural conditions. The study concludes that the cognition mechanism of EFL student teachers' PPK is characterized by elements of variation, selection, and dynamism.
摘要：
Development in science, technology, engineering, and mathematics (STEM) is widely emphasized worldwide. In the past decades, China has become the largest rising economy with a strong forward momentum in STEM advancement and education, which has profoundly impacted the global economy. This study investigates the current trends in STEM career aspirations among Chinese adolescents, who will soon become the future workforce. The results indicate a significant increase of students' STEM aspirations in comparison to the 2015 PISA outcomes. Further investigation suggests that the rapid change can be attributed to the recent transitions in world politics which have shifted from collaboration to exclusive competition. Insights gained from this study call for a change of mindset to recognize that in the STEM economy, collaboration is the most powerful form of competition.
作者机构：
[Li, Xiuhan; Zhao, Zhongjin; Ma, Yujian; Wei, Yantao; Tian, Yi] Cent China Normal Univ, Hubei Res Ctr Educ Informationizat, Wuhan 430079, Peoples R China.;[Li, Xiuhan; Zhao, Zhongjin; Ma, Yujian; Wei, Yantao; Tian, Yi] Cent China Normal Univ, Fac Artificial Intelligence Educ, Wuhan 430079, Peoples R China.;[Shi, Yafei] Northwest Normal Univ, Sch Educ Technol, Lanzhou 730070, Peoples R China.
通讯机构：
[Yantao Wei] H;Hubei Research Center for Educational Informationization, Central China Normal University, Wuhan 430079, China<&wdkj&>Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan 430079, China<&wdkj&>Author to whom correspondence should be addressed.
摘要：
Background: Online learning is currently adopted by educational institutions worldwide to provide students with ongoing education during the COVID-19 pandemic. However, online learning has seen students lose interest and become anxious, which affects learning performance and leads to dropout. Thus, measuring students’ engagement in online learning has become imperative. It is challenging to recognize online learning engagement due to the lack of effective recognition methods and publicly accessible datasets. Methods: This study gathered a large number of online learning videos of students at a normal university. Engagement cues were used to annotate the dataset, which was constructed with three levels of engagement: low engagement, engagement, and high engagement. Then, we introduced a bi-directional long-term recurrent convolutional network (BiLRCN) for online learning engagement recognition in video. Result: An online learning engagement dataset has been constructed. We evaluated six methods using precision and recall, where BiLRCN obtained the best performance. Conclusions: Both category balance and category similarity of the data affect the performance of the results; it is more appropriate to consider learning engagement as a process-based evaluation; learning engagement can provide intervention strategies for teachers from a variety of perspectives and is associated with learning performance. Dataset construction and deep learning methods need to be improved, and learning data management also deserves attention.
期刊：
Current Psychology,2023年42(4):2619-2635 ISSN：1046-1310
通讯作者：
Qiong Liu
作者机构：
[Liu, Qiong; Du, Xiujun] Guangzhou Huashang Coll, Foreign Language Dept, Guangzhou 511300, Peoples R China.;[Lu, Haoyu] Cent China Normal Univ, Sch Educ, Wuhan, Peoples R China.
通讯机构：
[Qiong Liu] F;Foreign Language Department, Guangzhou Huashang College, Guangzhou, China
摘要：
The effect of summarizing scaffolding on learning for elementary school students in immersive virtual reality settings with textual cues is unknown. To address this research gap, we conducted a 2 * 2 factorial experimental study to investigate the potential effect and interaction of summa-rizing scaffolding (yes vs. no) and textual cues (yes vs. no) on learning performance, mental model, and cognitive load. A total of 152 participants from a suburban elementary school were randomly assigned to one of four experimental conditions: no textual cues & no summarizing scaffolding (n = 38), textual cues & no summarizing scaffolding (n = 39), no textual cues & summarizing scaffolding (n = 37), and textual cues & summarizing scaffolding (n = 38). ANOVA results showed that (a) textual cues significantly improved learning performance and the mental model; (b) summarizing scaffolding significantly enhanced the mental model; and (c) no signif-icant interaction effects were identified, indicating that young students can benefit from immersive virtual reality with textual cues or summarizing scaffolding. The implications of the findings on the design of effective immersive learning environments are discussed.
期刊：
Professional Development in Education,2023年49(2):297-308 ISSN：1941-5257
通讯作者：
Yan, Chunmei
作者机构：
[Yan, Chunmei] Cent China Normal Univ, Sch Foreign Languages, English Dept, Wuhan, Peoples R China.;[He, Chuanjun; Guo, Xinjine; Wang, Jianyang] Cent China Normal Univ, Sch Foreign Languages, Coll English Dept, Wuhan, Peoples R China.
通讯机构：
[Yan, Chunmei] C;Cent China Normal Univ, Sch Foreign Languages, English Dept, Wuhan, Peoples R China.
关键词：
Chinese female mid-career EFL teacher educators;regional teacher education universities;plateauing
摘要：
Professional development of teacher educators has received growing attention in recent years owing to their important role in preparing teachers for schools and universities, however, female-dominated mid-career EFL teacher educators in regional teacher education universities remain underexplored. This study examined 18 female experienced teacher educators' professional state, teaching beliefs and competence in a non-elite teacher education university. A combination of longitudinal observations, questionnaires, individual interviews, and official documents was employed to gather data. The results reveal the participants' plateauing indicated by their teaching-focused professional identity and the lack of personal and collective agency for professional development and organisational improvement. Personal and contextual factors were found to have caused their perceived lack of professional expertise, research inactivity in the pervading 'publish or perish' climate. The study yields implications to teacher educators, policymakers, and researchers in different educational and cultural contexts.
摘要：
While flipped learning has attempted to explain the benefits of technology applied to educational settings, this study aims to validate research questions and test the theory of the learning strategies in flipped learning. A self-designed questionnaire, consisting of 17 critical indicators of online self-regulation, project-based learning and 5-competence development, was administered to collect data from 87 college students in China. The partial least squares structural equation modeling (PLS-SEM) was used to analyze the relative factors. The results indicated that an integrated model, combining online self-regulation and project-based learning, provided a marginally better explanatory power; project-based learning had a better prediction of 5-competence development than online self-regulation. An integrated model is proposed to detect the latent relationships among the data with structural equation modeling (SEM). The SEM provides a clear picture of the relations among the variables, and shows that online "Help seeking" in MOOC lecture videos and engagement in "Teamwork" in class are the key indicators of student engagement in flipped learning. This study adopted an innovative approach which emphasizes the diagnosis of students' engagement, and proposes an integrated model combining online self-regulation and project-based learning constructs for a theoretical framework to predict learning performance in flipped learning.
摘要：
High-rise buildings exert a significant influence on natural and human components of the urban geographic space as the protrusion and titanic existences along urban skylines. In the new global upsurge of high-rise buildings or skyscrapers are key to understanding the complexity of urban systems. However, efforts in this study topic are limited, particularly for developing countries. By using a case study of Wuhan, China, in this article we propose a mixed landform-based analysis framework that integrates horizon and vertical dimensions to explore the spatial pattern of high-rise buildings and their relationship to natural and human features in urban systems. Using this framework, we can analyze the spatial pattern of high-rise buildings based on the multi-scale characteristics of the city's natural and human components. In addition, this framework helps reveal the relationship between the vertical dimension and site selection of high-rise buildings in the urban space as well as between natural and human elements in the city. Further, this study investigates the influence of driving factors on the spatial characteristics of high-rise buildings. Our study indicates that the spatial heterogeneity of high-rise buildings in terms of height and use exists across multiple spatial scales, which also provides some insights for urban policymakers and planners.
通讯机构：
[Yanzhong Liu] C;College of Resource and Environmental Engineering, Wuhan University of Science and Technology, Wuhan 430081, China<&wdkj&>Author to whom correspondence should be addressed.
关键词：
UCL;carbon emissions;spatial and temporal variation;Wuhan
摘要：
Urban construction land (UCL) change is a significant cause of changes in urban carbon emissions. However, as the extent of this effect is currently unclear, cities cannot easily formulate reasonable carbon reduction policies in terms of land use. Taking the city of Wuhan, China, as an example, this paper combines data on land use and carbon emissions from 1995 to 2019 and uses spatial analysis, curve estimation, and correlation evaluation to explore the direct and indirect effects of the UCL changes on carbon emissions. The results show that: (1) Between 1995 and 2019, the UCL area in Wuhan increased by 193.44%, and carbon emissions increased by 78.63%; moreover, both changes showed a gradually increasing spatial correlation, and the quantitative relationship could be better fitted with a composite function model; (2) The UCL change had mainly an indirect impact on carbon emissions via factors such as population and energy use intensity per unit of carbon emissions; (3) The maximum value of carbon emissions inside a unit area decreased during the study period, with an average annual decrease of about 2.02%. Therefore, the city of Wuhan can promote the achievement of its carbon emissions reduction targets by improving the existing land use policies, for example, by dividing the city into multiple functional zones.
关键词：
City size;Regional economic integration;Spatial econometric analysis;Inverted U-shaped effect;Growth potential
摘要：
The continuous expansion of cities has led to prominent threats of urban housing shortage, inefficient land use, and environmental degradation. Determining an appropriate city size to promote REI is a fundamental problem in China's new-type urbanization period. This study investigated the impact of city size on REI from the spatio-temporal perspective, and performed an empirical investigation of such effects through spatial models, using panel data for 2004-2019 for 108 cities in the Yangtze River Economic Belt (YREB). The results demonstrate that city size has an inverted U-shaped effect on REI, and the effects vary across urban agglomerations in the YREB. Moreover, we calculated their growth potential from the REI perspective based on 2019 data. This study examined 108 cities and found that 30 of them had exceeded their optimal size for efficiency during the REI process, highlighting the need for spatial territorial governance, management, and planning. Of the remaining cities, 68 were near their REI efficiency-maximizing size, with no more than 20% growth potential. Only 6 cities had the potential to expand between 20% and 50%, while 4 cities had the capacity to grow by more than 50%. Therefore, governments must develop tailored land use and urban management policies for each city to enhance their REI.
摘要：
Modern cities require urban compact development to be sustainable. The evaluation of urban compact development may help create more accurate and realistic policies. The spatio-temporal dynamic evolution of urban compact development efficiency and its regional differences in China are examined in this study. This paper analysis uses 282 cities from 2005 to 2021. The unexpected output super-efficiency SBM model measures urban compact development efficiency. In this study, the urban compact development efficiency's spatial and temporal patterns are also examined using kernel density estimation (KDE) and the Theil index (TI). The average efficiency of urban compact development in China has decreased slightly. However, compact efficiency disparities are decreasing. Eastern cities have a relatively stable compact efficiency, while central and western cities vary more. The compact efficiency polarisation has not changed fundamentally. The compact city growth model's spatial agglomeration is poor, limiting its spatial spillover impact. Thus, compact urban development is necessary to speed up planning, facilitate inter-city production factor movement by creating a comprehensive transport network, and maximise co-location benefits with the regional integration strategy. This method will gradually reduce regional urban development disparities and push Chinese cities towards more refined and sustainable compact development.
