摘要：
The development of an innovative teaching force is highly related to talent cultivation and educational modernization. However, few studies have explored how to build an innovative teaching team by empowering teachers through distributed leadership. Based on TALIS 2018 data for teachers in Shanghai, China, this study explores the influence of distributed leadership on teacher innovation in an Asian context. The results show that distributed leadership can significantly promote both team and individual innovation by transforming the school structure and teacher agency as well as structure -agency interaction. Namely, teacher collaboration and selfefficacy partially mediate the relationship between distributed leadership and teacher innovation, and collaboration -teacher self -efficacy has a chain mediating effect on this relationship. Such effects of distributed leadership on teacher innovation have also been verified in South Korea and Singapore. Therefore, to develop an innovative teaching force in Asian contexts, it is necessary to enhance principals' distributed leadership and further create a collaborative climate under distributed leadership.
期刊：
Education and Information Technologies,2024年:1-25 ISSN：1360-2357
通讯作者：
Zhou, N
作者机构：
[Jiang, Lianjiang] Univ Hong Kong, Fac Educ, Hong Kong, Peoples R China.;[Zhou, Nan] Univ Macau, Fac Educ, Room 1017,E33 Bldg,Ave da Univ, Taipa 999078, Macau, Peoples R China.;[Yang, Yuqin] Cent China Normal Univ, Fac Artificial Intelligence Educ, 152 Luoyu Rd, Wuhan, Hubei, Peoples R China.
通讯机构：
[Zhou, N ] U;Univ Macau, Fac Educ, Room 1017,E33 Bldg,Ave da Univ, Taipa 999078, Macau, Peoples R China.
关键词：
Student motivation and engagement;Virtual classroom;Support;Attitude;Online learning readiness
摘要：
Online language learning with virtual classrooms (OLLVC) is becoming a reality to a large number of students across contexts. Yet students’ motivation and engagement in OLLVC remains underexplored. The current study evaluated 6364 university students’ motivation and engagement in OLLVC and its interrelationships with environmental support, learner attitude and readiness in the Chinese higher education context. This study employed the adapted motivation and engagement scale and adopted purposive sampling to recruit a sample of undergraduate students, who were engaged in online English learning using VC. The data were examined using structural equation modeling via Mplus 7.4. Results showed that students were generally motivated and engaged in OLLVC and there were significant individual differences across age, English proficiency, gender, academic ranking, and major. Moreover, student evaluation of their readiness for OLLVC mediated the relationships between support and attitude for online learning and student motivation and engagement in OLLVC. These findings call for attention to the importance of taking student readiness as a mediating mechanism in students’ motivation and engagement in OLLVC. Implications for supporting virtual-classroom-mediated online language learning are also discussed.
期刊：
British Journal of Educational Technology,2024年 ISSN：0007-1013
通讯作者：
Li, WH
作者机构：
[Zuo, Can; Li, Wenhao; Liu, Bowen] Cent China Normal Univ, Fac Artificial Intelligence Educ, Wuhan, Peoples R China.;[Wu, Yonghe] East China Normal Univ, Dept Educ Informat Technol, Shanghai, Peoples R China.;[Shu, Hang] Jiangnan Univ, Dept Educ Technol, Wuxi, Peoples R China.;[Cui, Yongpeng] Northwest Minzu Univ, Sch Journalism & Commun, Lanzhou, Peoples R China.;[Li, Wenhao; Li, WH] Cent China Normal Univ, Fac Artificial Intelligence Educ, 152 Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.
通讯机构：
[Li, WH ] C;Cent China Normal Univ, Fac Artificial Intelligence Educ, 152 Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.
关键词：
3D design;ability;behaviours;predictive effect;self-directed learning
摘要：
Abstract Self‐direction has become an important skill in the 21st century. To cultivate learners with a high level of self‐direction, it is necessary to diagnose their self‐directed learning (SDL) ability. This study diagnosed and predicted learners' SDL ability based on their actual SDL behaviours. The study was performed in a self‐directed 3D design class lasting 90 minutes. A total of 193 middle school students participated in the study. The results of the Pearson correlation analysis (p < 0.001) showed that the reported perception of SDL ability was significantly correlated with SDL behaviours. The results of the hierarchical multiple linear regression analysis showed that the SDL behaviours explained 84.9% of the variance in SDL ability (adjusted R2 = 0.849, p < 0.001). Therefore, SDL behaviours had significant predictive effects on the reported perception of SDL ability. Moreover, based on the random forest algorithm, the study built an SDL ability prediction model with high performance (accuracy = 0.83, precision = 0.82, recall = 0.84) using SDL behaviours as features. The study provides evidence for the design of effective strategies to enhance SDL ability and promote SDL behaviours.Practitioner notesWhat is already known about this topic To cultivate learners with a high level of self‐direction, it is necessary to diagnose their self‐directed learning (SDL) ability. SDL is a combination of internal personal attributes and external autonomous behaviours. Few studies have focused on diagnosing SDL ability based on learners' external SDL behaviours occurring during the learning process. What this paper adds The reported perception of SDL ability was significantly correlated with SDL behaviours. SDL behaviours had significant predictive effects on the reported perception of SDL ability. Based on the random forest algorithm, the study built an SDL ability prediction model with high performance using SDL behaviours as features. Implications for practice and/or policy The findings indicate that instructors could design effective strategies to promote SDL behaviours for the purpose of enhancing learners' SDL ability. The method and process of building an SDL ability prediction model might provide a reference for related research on ability prediction with behaviours.
摘要：
This paper uses the accelerated depreciation policy for fixed assets implemented by Chinese tax authorities since 2014 to explore the relationship between tax incentives and earnings management. Results report the following: (1) The accelerated depreciation policy for fixed assets causes a significant increase in earnings management and the result persists after accounting for endogeneity problems; and (2) the accelerated depreciation policy for fixed assets has a more significant effect on firms with small pre-policy book-tax differences and low pre-policy investment growth. This paper supplements the research that tax policy affects earnings management behavior of firms.
摘要：
Since the advent of massive open online courses (MOOC), it has been the focus of educators and learners around the world, however the high dropout rate of MOOC has had a serious negative impact on its popularity and promotion. How to effectively predict students' dropout status in MOOC for early intervention has become a hot topic in MOOC research. Due to there are huge differences in the learning behaviors, study habits and learning time of different students in MOOC, i.e. the students' learning behavior data containing rich learning information, so it can be used to predict the students' dropout status. In this paper, according to the students' learning behaviour data, a feature extraction method is firstly designed, which can reflect the characteristics of weekly student learning behaviors. Then, the intelligently optimized support vector regression (SVR) model is used as the student dropout prediction (SDP) model. In this SDP model, the three parameters of SVR are not randomly selected but determined by an improved quantum particle swarm optimization (IQPSO) algorithm. Experimental results from both direct observation and statistical analysis on public data indicate that the proposed SDP model can achieve better predictive performance than various benchmark SDP models.
作者机构：
[Zhao, Yaru] Cent China Normal Univ, Sch Foreign Languages, Wuhan, Peoples R China.
通讯机构：
[Zhao, YR ] C;Cent China Normal Univ, Sch Foreign Languages, Wuhan, Peoples R China.
摘要：
Sentiment analysis is the practice of utilizing computational linguistics and natural language processing to scientifically recognize, retrieve, and quantify affective states and subjective informa...
摘要：
High citations most often characterize quality research that reflects the foci of the discipline. This study aims to spotlight the most recent hot topics and the trends looming from the highly cited papers (HCPs) in Web of Science category of linguistics and language & linguistics with bibliometric analysis. The bibliometric information of the 143 HCPs based on Essential Citation Indicators was retrieved and used to identify and analyze influential contributors at the levels of journals, authors, and countries. The most frequently explored topics were identified by corpus analysis and manual checking. The retrieved topics can be grouped into five general categories: multilingual-related, language teaching, and learning related, psycho/pathological/cognitive linguistics-related, methods and tools-related, and others. Topics such as bi/multilingual(ism), translanguaging, language/writing development, models, emotions, foreign language enjoyment (FLE), cognition, anxiety are among the most frequently explored. Multilingual and positive trends are discerned from the investigated HCPs. The findings inform linguistic researchers of the publication characteristics of the HCPs in the linguistics field and help them pinpoint the research trends and directions to exert their efforts in future studies.
作者机构：
[Sun, Cuicui] Sichuan Normal Univ, Sch Psychol, 5 Jingan Rd, Chengdu 610068, Peoples R China.;[Liu, Guanxiong; Zhou, Zhijin; Wang, Minqing] Cent China Normal Univ, Sch Psychol, 152 Luoyu Rd, Wuhan 430079, Peoples R China.;[Zhou, Xinqi] Sichuan Normal Univ, Inst Brain & Psychol Sci, 5 Jingan Rd, Chengdu 610068, Peoples R China.
通讯机构：
[Zhijin Zhou] S;School of Psychology, Central China Normal University, Wuhan, China
摘要：
Humor is a lubricant of interpersonal relationships and is regarded as an important quality of individual creativity. Previous studies have mainly focused on passive humor appreciation and comprehension but ignored active humor generation, especially the cognitive process of humor generation. Based on the hypothesis that humor generation is similar to creative cognition, this study used humorous two-part allegorical sayings to explore whether humor generation involves the cognitive processes of the activation and inhibition of information. The experiment manipulated the duration (5/10s) of the presentation of the first part of humorous two-part allegorical sayings, which are called "yinyu," and the type of subthreshold probe words (humorous probe words/usual probe words). The results showed that the interaction between the duration of the presentation of yinyu and the type of subthreshold probe words was significant; the correct number of humorous probe words reported was significantly lower than that of usual probe words when the yinyu was presented for 5s, which reflected the widespread activation of information. The correct number of humorous probe words reported was significantly higher than that of usual probe words when the yinyu was presented for 10s, which suggested the inhibition of non-humorous information. This study revealed the dynamic cognitive processes of humor generation and verified possible cognitive similarities between humor generation and creative cognition.
作者机构：
[Sun, Jianwei; Zou, Qiuyu] Guizhou Normal Univ, Sch Geog & Environm Sci, Guiyang 550025, Peoples R China.;[Cui, Jiaxing; Luo, Jing] Cent China Normal Univ, Hubei Prov Key Lab Geog Proc Anal & Simulat, Wuhan 430079, Peoples R China.;[Kong, Xuesong] Wuhan Univ, Sch Resource & Environm Sci, Wuhan 430079, Peoples R China.
通讯机构：
[Sun, JW ] G;Guizhou Normal Univ, Sch Geog & Environm Sci, Guiyang 550025, Peoples R China.
关键词：
key villages of rural tourism;key towns for rural tourism;spatial distribution;geodetector;multiscale geographically weighted regression
摘要：
This study takes 1597 key villages and towns part of rural tourism in China as research objects and uses the ArcGIS spatial analysis method, combined with the geodetector and the multiscale geographically weighted regression model, to analyze the intensity and spatial differentiation of factors influencing the spatial distribution of these villages and towns. (1) The key villages and towns of rural tourism exhibit clustering distribution patterns with more locations in the east than in the west. The center of gravity of this distribution shifts to the northwest, displaying a “belt–point” trend with scattered hot spots in Beijing, Tianjin, Hebei, and the Yangtze River Delta, while cold spots are primarily concentrated in the northwest. (2) Spatial variation in the key villages and towns of rural tourism is due to multiple factors, of which population density, resident consumption expenditure, and per capita GDP display the highest explanatory powers for the spatial distribution of tourism. (3) The primary influencing factors are spatial differences in their roles and substantial local imbalances. Positive and negative correlation analysis units exhibit the aggregation characteristics of being blocked and banded. These results can provide valuable guidance for the development of rural tourism, promoting its sustainable development and contributing to the revitalization of rural areas.
摘要：
In teacher education, it is important to design activities for enabling student teachers to deal with teaching problems and cultivate their reflective thinking. Because of the dynamic, interdependent, and temporal nature of reflective thinking, uncovering the reflective thinking process comprehensively via a sophisticated learning analysis approach can help to inform the pedagogical design and learning environment design. In this study, based on the discourse trace data drawn from 40 student teachers in an eight-week course, content analysis, statistical analysis, and epistemic network analysis were adopted to explore student teachers' reflective thinking process. The results showed that student teachers paid more attention to the content and premise aspects of reflection, but less attention to the process aspect of reflection. In terms of the stage of reflection, student teachers were in a lower stage of reflection and lack of deep reflection. Differences in reflective thinking between the high- and low-score groups were compared, and the result illustrated that in-depth understanding and analysis of learning tasks could be observed in the early stage of collaboration, reflection on the problem-solving process took place in the middle stage of collaboration. Combined with previous experience, timely self-reflection and evaluation in the late stage of collaboration were more conducive to good collaborative performance. In addition, this study revealed how group members changed their behavior to better promote self-reflection during online collaborative learning activities. Finally, the limitations, implications, and future research direction of this study are discussed.
作者机构：
[Rhodes, Marjorie; Xu, Yian] NYU, 6 Washington Pl, New York, NY 10003 USA.;[Wen, Fangfang; Zuo, Bin] Cent China Normal Univ, Wuhan, Peoples R China.
通讯机构：
[Marjorie Rhodes] N;New York University, New York, USA
关键词：
Social essentialism;Culture;Collectivism
摘要：
People intuitively view some social groups (such as Black people, Muslims, and women) as having biological underpinnings and discrete boundaries. Essentialist beliefs about social groups shape how people view themselves and others, leading to a number of negative social consequences. Whereas previous research has demonstrated variations in social essentialism within some Western societies, less is known about how social essentialism manifests in East Asian cultures that have well-documented differences in social values and cognitive styles from Western cultures. The current research investigated cultural variations in social essentialist thinking in the United States and China to reveal how cultural ideologies and social belief systems shape people's basic representations of the social world. Analyses revealed several cultural and social correlates of social essentialism both between and within the cultures and demonstrated the mediating role of collectivistic values in predicting cultural differences in essentialist beliefs about group coherence.
关键词：
Key-frame extraction;Audiovisual interaction and fusion;Attention mechanism;Emotion recognition;Intra-modality interaction;Cross-modality interaction
摘要：
Purpose - Although numerous signal modalities are available for emotion recognition, audio and visual modalities are the most common and predominant forms for human beings to express their emotional states in daily communication. Therefore, how to achieve automatic and accurate audiovisual emotion recognition is significantly important for developing engaging and empathetic human-computer interaction environment. However, two major challenges exist in the field of audiovisual emotion recognition: (1) how to effectively capture representations of each single modality and eliminate redundant features and (2) how to efficiently integrate information from these two modalities to generate discriminative representations.Design/methodology/approach - A novel key-frame extraction-based attention fusion network (KE-AFN) is proposed for audiovisual emotion recognition. KE-AFN attempts to integrate key-frame extraction with multimodal interaction and fusion to enhance audiovisual representations and reduce redundant computation, filling the research gaps of existing approaches. Specifically, the local maximum-based content analysis is designed to extract key-frames from videos for the purpose of eliminating data redundancy. Two modules, including "Multi-head Attention-based Intra-modality Interaction Module" and "Multi-head Attention-based Cross-modality Interaction Module", are proposed to mine and capture intra- and cross-modality interactions for further reducing data redundancy and producing more powerful multimodal representations.Findings - Extensive experiments on two benchmark datasets (i.e. RAVDESS and CMU-MOSEI) demonstrate the effectiveness and rationality of KE-AFN. Specifically, (1) KE-AFN is superior to state-of-the-art baselines for audiovisual emotion recognition. (2) Exploring the supplementary and complementary information of different modalities can provide more emotional clues for better emotion recognition. (3) The proposed key-frame extraction strategy can enhance the performance by more than 2.79 per cent on accuracy. (4) Both exploring intra- and cross-modality interactions and employing attention-based audiovisual fusion can lead to better prediction performance.Originality/value - The proposed KE-AFN can support the development of engaging and empathetic human-computer interaction environment.
期刊：
British Journal of Educational Technology,2023年 ISSN：0007-1013
通讯作者：
Pi, ZL;Yang, JM
作者机构：
[Yang, Jiumin; Gou, Jiangfeng; Li, Yan; Yu, Qiuchen] Cent China Normal Univ, Fac Artificial Intelligence Educ, Wuhan, Peoples R China.;[Pi, Zhongling] Shaanxi Normal Univ, Key Lab Modern Teaching Technol, Minist Educ, Xian, Peoples R China.;[Pi, Zhongling] Shaanxi Normal Univ, Key Lab Modern Teaching Technol, Minist Educ, 199 South Changan Rd, Xian 710062, Shaanxi, Peoples R China.;[Yang, Jiumin; Yang, JM] Cent China Normal Univ, Fac Artificial Intelligence Educ, 152 Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.
通讯机构：
[Yang, JM ] C;[Pi, ZL ] S;Shaanxi Normal Univ, Key Lab Modern Teaching Technol, Minist Educ, 199 South Changan Rd, Xian 710062, Shaanxi, Peoples R China.;Cent China Normal Univ, Fac Artificial Intelligence Educ, 152 Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.
关键词：
cues;eye-tracking technologies;instructional video;learner control
摘要：
Abstract Instructional videos risk overloading learners' limited working memory resources due to the transient information effect. Learner control is one way to mitigate this concern, but has shown almost zero overall effect and considerable heterogeneity. Consequently, it is essential to identify when learner control is most beneficial. The present study examined the influence of cues on learners' behaviour, cognitive process, metacognition and learning performance in an interactive learning environment. Employing a 2 (temporal cues: without vs. with) × 2 (organizational cues: without vs. with) between‐subject design, 117 participants were randomly assigned to one of four conditions: no cues, temporal cues, organizational cues and temporal cues + organizational cues. Among these, temporal cues (ie, progress bar) serve as time‐related signals designed to regulate pacing, and organizational cues (ie, table of contents) provide a structural framework for the content. Significant cueing effects were observed for both cue types at germane cognitive load and transfer. Notably, our results indicate that organizational cues effectively guide learners' attention towards the underlying structure, thus promoting cognitive processing. These unique benefits are evident in improved topic recall, retention and monitoring accuracy. Importantly, combined temporal cues and organizational cues were seen to not only allow learners to exhibit more engagement behaviours (ie, skimming) but also assist learners in accurately judging their learning. These findings strongly support the recommendation to use cues to enhance the effectiveness of learner control. Practitioner notes What is already known about this topic Instructional videos may overload limited working memory resources due to the transient information effect. The overall effect of including learner control within educational technology was almost zero (g = 0.05) but showed higher heterogeneity. It is unclear whether embedding various cues in an instructional video improves the effectiveness of learner control. What this paper adds Both temporal and organizational cues aided in increasing learners' germane cognitive load and enhancing their transfer. Organizational cues helped learners understand the underlying structure, thus facilitating deeper cognitive processing, improved metacognition and ultimately boosted learning performance. Combined temporal and organizational cues lead to engagement behaviours and accurate self‐monitoring. Implications for practice and/or policy Providing instructional support is important in assisting learners with the complexities of learner‐controlled instruction. Embedding cues help learners process the content deeply by giving learners control over the instructional video.
作者：
Hung, Cheng-Yu;Lin, Yen-Ting;Yu, Shih-Jou;Sun, Jerry Chih-Yuan
期刊：
Journal of Computer Assisted Learning,2023年39(5):1510-1527 ISSN：0266-4909
通讯作者：
Jerry Chih-Yuan Sun<&wdkj&>Jerry Chih-Yuan Sun Jerry Chih-Yuan Sun Jerry Chih-Yuan Sun
作者机构：
[Hung, Cheng-Yu] Cent China Normal Univ, Fac Artificial Intelligence Educ, Hubei Res Ctr Educ Informationizat, Wuhan, Peoples R China.;[Lin, Yen-Ting; Sun, Jerry Chih-Yuan; Yu, Shih-Jou] Natl Yang Ming Chiao Tung Univ, Inst Educ, Hsinchu, Taiwan.;[Sun, Jerry Chih-Yuan] Natl Yang Ming Chiao Tung Univ, Inst Educ, Hsinchu 30010, Taiwan.
通讯机构：
[Jerry Chih-Yuan Sun; Jerry Chih-Yuan Sun Jerry Chih-Yuan Sun Jerry Chih-Yuan Sun] I;Institute of Education, National Yang Ming Chiao Tung University, Hsinchu, Taiwan
摘要：
Abstract Background Previous research has examined the use of augmented reality (AR) and virtual reality (VR) in English language teaching. However, to the best of our knowledge, none of the earlier studies that investigated integrating AR and VR “wearables” into teaching and learning English based on the attention, relevance, confidence, and satisfaction (ARCS) motivation model compared the differences in learning motivation and performance between traditional teaching methods and those using AR‐ and VR‐based using wearables. Objectives To create a thematic learning environment based on learners' lived experiences and provide them with an immersive English course that extends textbook knowledge using a technology‐assisted real‐life learning context. Method This study used a quasi‐experimental research design. A total of 119 participants were spilt into three learning groups based on teaching tools: traditional methods and AR‐ and VR‐based wearable devices. The performance of each group was evaluated through three stages using appropriate educational tools for traditional, AR‐, and VR‐based classrooms, followed by semistructured interviews. Multiple regression analysis was conducted to investigate the inference learning performance (remembering and analysing) of the four ARCS dimensions with the three teaching methods. Results The results showed that confidence and relevance were positively correlated with learning performance in the VR‐based wearable group. In the context of the ARCS model, learners' confidence predicted learning performance and the remembering subdimension when VR‐based learning materials were used. Implications These results suggest that, compared to traditional teaching methods, VR‐based wearables make it easier to create a highly immersive learning environment and are more likely to help learners find the correct words, improve their accuracy, and increase their confidence and sense of accomplishment in the entire learning process.
期刊：
Journal of Science Education and Technology,2023年32(3):379-389 ISSN：1059-0145
通讯作者：
Xiao Yang
作者机构：
[Lu, Chun] Cent China Normal Univ, Minist Educ, Educ Informatizat Strategy Res Base, Wuhan, Hubei, Peoples R China.;[Yang, Wei; Yang, Xiao] Cent China Normal Univ, Natl Engn Res Ctr Elearning, Wuhan, Hubei, Peoples R China.;[Wu, Longkai] Cent China Normal Univ, Fac Artificial Intelligence Educ, Wuhan, Hubei, Peoples R China.;[Lu, Chun; Wu, Longkai; Yang, Wei; Yang, Xiao] Cent China Normal Univ, Sci Hall, 152 Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.
通讯机构：
[Xiao Yang] N;National Engineering Research Center for E-Learning, Central China Normal University, Wuhan, China<&wdkj&>Science Hall, Central China Normal University, Wuhan, China
摘要：
Understanding factors that influence k-12 students’ Science, Technology, Engineering, and Mathematics (STEM) performance is essential to improving their problem-solving ability. Most studies have focused on the relationship between students’ psychological factors and STEM performance and have paid little attention to the relationship between behavioral factors and STEM performance. This study explored the impact of behavioral factors (i.e., information and communications technology (ICT) readiness and online interaction (OI)) and psychological factors (i.e., internet self-efficacy (ISE)) on k-12 students’ STEM performance. The sample included 851 fifth graders and 535 eighth graders from cities in central China. The results of structural equation modeling analysis showed that ISE and ICT readiness (IR) significantly impacted the STEM performance of eighth graders. More importantly, ISE, a psychological factor, had the greatest effect on STEM performance and played a mediating role in the relationship between IR, OI, and STEM performance. These findings have important implications for STEM teachers. To improve students’ STEM performance, teachers should intervene to improve ISE according to students’ grades and cognitive ability, guide students to use ICT correctly, and encourage them to actively engage in OI.
作者机构：
[Han, Shuyun; Xue, Zengcan; Zhang, Zhaoli; Liu, Hai] Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan, Peoples R China.;[Kong, Weiliang] Henan Normal Univ, Fac Educ, Xinxiang, Peoples R China.;[Cao, Taihe] Beijing Normal Univ, Fac Educ, Beijing, Peoples R China.;[Shu, Jiangbo] Cent China Normal Univ, Natl Engn Lab Educ BIG DATA, Wuhan, Peoples R China.
通讯机构：
[Liu, H ] C;Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan, Peoples R China.
