作者： Lu, Guoqing;Xie, Kui;Liu, Qingtang

期刊： British Journal of Educational Technology,2022年53(6):1665-1687 ISSN：0007-1013

通讯作者： Lu, Guoqing(luguoqing@mails.ccnu.edu.cn);Xie, Kui(xie.359@osu.edu)

作者机构： [Lu, Guoqing; Liu, Qingtang] Cent China Normal Univ, Sch Educ Informat Technol, 152 Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.;[Xie, Kui] Ohio State Univ, Coll Educ & Human Ecol, 29 Woodruff Ave,322A Ramseyer Hall, Columbus, OH 43210 USA.

通讯机构： [Guoqing Lu; Guoqing Lu Guoqing Lu Guoqing Lu] S;[Kui Xie; Kui Xie Kui Xie Kui Xie] C;College of Education and Human Ecology, The Ohio State University, Columbus, Ohio, USA<&wdkj&>School of Educational Information Technology, Central China Normal University, Wuhan, China

关键词： academic motivation;experience sampling method;hierarchical linear modelling;perceived support;situational engagement;smart classroom

摘要： Situational engagement plays a critical role in promoting students' academic performance. In a smart classroom environment, this study collected longitudinal real-time data for 105 college students at a university in central China to investigate the relationship among situational engagement, personal characteristics and learning environment perceptions. Hierarchical linear modelling showed that environmental perception and students' personal factors have different effects on situational engagement. Specifically, (1) social support perceptions, autonomous motivation and controlled motivation have a significant impact on behavioural engagement; (2) perceptions of social and media support, autonomous motivation and controlled motivation have a significant impact on shallow cognitive engagement; and (3) perceptions of teacher and social support, self-efficacy and autonomous motivation significantly predict deep cognitive and emotional engagement. This study suggests that the effect of the perception regarding advanced technology-supported learning environments on students' situational engagement is limited, and instructors should pay more attention to improving students' perceptions of teacher and social support, self-efficacy and autonomous motivation to promote students' situational deep cognitive engagement in smart classrooms. Practitioner notes What is already known about this topic Compared with overall engagement, situational engagement fluctuates and changes with time and context. Situational engagement is a product of environmental and personal factors. Few studies have focused on the nature of situational engagement and how environmental and personal factors influence situational engagement in smart classrooms. What the paper adds This study contributes to the existing literature by investigating the critical factors that predict situational engagement, using the experience sampling method in a smart classroom at a Chinese university. Environmental perception, self-efficacy and students' motivation factors have different effects on situational engagement in a smart classroom. Perceptions of teacher and social support, self-efficacy and autonomous motivation significantly predict deep cognitive and emotional engagement, while perceptions of media support only have a significant impact on shallow cognitive engagement. Personal factors (controlled and autonomous motivation) moderate the relationship between environmental perception factors and situational engagement. Implications for practice and/or policy Rather than only providing external technology-rich conditions, instructors should focus more on improving students' perceptions of teacher and social support, self-efficacy and autonomous motivation in the smart classroom environment. Instructors should promote students' perception of teacher support and their autonomous motivation to enhance their deep cognitive engagement. © 2022 British Educational Research Association.

语种： 英文

作者： Xiao, Guangrun;Wei, Yantao*;Yao, Huang;Deng, Wei;Xu, Jiazhen;...

期刊： IET Image Processing,2022年16(2):554-566 ISSN：1751-9659

通讯作者： Wei, Yantao

作者机构： [Xiao, Guangrun] Hubei Univ Arts & Sci, Sch Mech Engn, Xiangyang, Peoples R China.;[Yao, Huang; Wei, Yantao; Xu, Jiazhen; Deng, Wei] Cent China Normal Univ, Sch Educ Informat Technol, Wuhan 430079, Peoples R China.;[Pan, Donghui] Anhui Univ, Sch Math Sci, Hefei, Peoples R China.

通讯机构： [Wei, Yantao] C;Cent China Normal Univ, Sch Educ Informat Technol, Wuhan 430079, Peoples R China.

摘要： A new spectral-spatial hyperspectral image (HSI) classification method called hierarchical broad learning system (HBLS) has been proposed in this paper. Specifically, it combines wavelet, broad learning system (BLS) and Gabor filters into a hierarchical structure. First of all, wavelet is used to reduce the observation noise of HSIs. Then BLS is adopted to acquire a set of pixelwise probability maps from the input data, and Gabor filters are used to explore spatial information by refining these probability maps. These two operations (BLS and Gabor filtering) are alternated to form a hierarchical architecture. And the discriminative spectral-spatial features can be extracted at each layer of the hierarchical architecture. Finally, the spectral-spatial features are fed into the standard BLS for classification. Experimental results on three widely used HSIs reveal that HBLS outperforms some state-of-the-art methods in terms of classification accuracy and sample complexity.

语种： 英文

作者： Ba, Shen;Hu, Xiao;Stein, David;Liu, Qingtang

期刊： British Journal of Educational Technology,2022年54(1):247-266 ISSN：0007-1013

通讯作者： Ba, Shen(woloshen@hku.hk);Liu, Qingtang(liuqtang@mail.ccnu.edu.cn)

作者机构： [Ba, Shen; Hu, Xiao] Univ Hong Kong, Fac Educ, Hong Kong, Peoples R China.;[Stein, David] Ohio State Univ, Coll Educ & Human Ecol, Columbus, OH 43210 USA.;[Liu, Qingtang] Cent China Normal Univ, Sch Educ Informat Technol, 382 Xiongchu Blvd,Nanhu Complex, Wuhan 430079, Peoples R China.

通讯机构： [Ba, S.] F;[Liu, Q.] S;School of Educational Information Technology, 382 Xiongchu Blvd, Nanhu Complex, China;Faculty of Education, Room 603C, Meng Wah Complex, Pokfulam, Hong Kong

关键词： analytics for assessment;cognitive presence;epistemic network analysis;online discussion;text classification

摘要： Providing coaching to participants in inquiry-based online discussions contributes to developing cognitive presence (CP) and higher-order thinking. However, a primary issue limiting quality and timely coaching is instructors' lack of tools to efficiently identify CP phases in massive discussion transcripts and effectively assess learners' cognitive development. This study examined a computational approach integrating text mining and co-occurrence analysis for assessing CP and cognitive development in online discussions based on the community of inquiry (CoI) framework. First, text classifiers trained on different language models were evaluated for identifying and coding the CP phases. Second, epistemic network analysis (ENA) was employed to model cognitive patterns reflected by co-occurrences between the coding elements. Results indicated that text classifiers trained on the state-of-the-art language model Bidirectional Encoder Representations from Transformers (BERT) can address the efficiency issue in coding CP phases in discussion transcripts and obtain substantial agreements (Cohen's k=0.76) with humans, which outperformed other baseline classifiers. Furthermore, compared to traditional quantitative content analysis, ENA can effectively model the temporal characteristics of online discourse and detect fine-grained cognitive patterns. Overall, the findings suggest a feasible path for applying learning analytics to tracking learning progression and informing theory-based assessments. Practitioner notes What is already known about this topic Cognitive presence is an important construct describing the progression of thinking in online inquiry-based discussions. Most studies used self-report instruments or quantitative content analysis to measure and assess cognitive presence. More efficient and effective approaches were needed by instructors to support assessment of cognitive development and determine coaching strategies. What this paper adds An integrated computational approach for the developmental and formative assessment of cognitive presence was proposed and evaluated. A BERT-based text classification model could efficiently code massive transcripts and achieve substantial agreements with human coders. Epistemic network analysis effectively revealed the process of cognitive development and identified representative discussion patterns and behaviours. Implications for practice and/or policy The proposed approach can considerably reduce the pressure on instructors, enabling them to focus on quality coaching and feedback. Compared to frequencies of individual codes, the connective features between codes carry more insights for assessing cognitive patterns. Learners in a discussion group play different roles and produce diverse paths of cognitive development. © 2022 British Educational Research Association.

语种： 英文

作者： Cui, Xiaoxiao;Tong, Mingwen

作者机构： [Cui, Xiaoxiao; Tong, Mingwen] School of Educational Information Technology, Central China Normal University, Wuhan, China

会议名称： 7th International Conference on Information and Education Innovations, ICIEI 2022

会议时间： April 14, 2022 - April 16, 2022

会议地点： Belgrade, Serbia

摘要： Analyzing the co authorship in the field of synchronous classroom in China is of great significance to correctly grasp the scientific research cooperation in this field. This paper takes the Chinese journal papers collected by CNKI from 2011 to 2020 as the data source, generates the co-occurrence matrix with the help of sati software, constructs the co authorship network in the synchronous classroom field with the social network analysis software UCINET, and carries out the network density analysis, network average distance analysis, core edge structure analysis and middle centrality analysis, Explore the structural characteristics and specific conditions of CO authorship in the field of synchronous classroom in China. The research shows that in the field of synchronous classroom in China, the author's coauthor network structure is sparse, the connectivity is not strong, and the author lacks extensive cooperation and communication. © 2022 ACM.

语种： 英文

作者： Swai, Carina Titus;Liu, Qingtang;Wu, Linjing

作者机构： [Liu, Qingtang; Wu, Linjing] School of Educational Information Technology, Central China Normal University, China;Information Systems and Technology, The University of Dodoma, Tanzania, United Republic of;[Swai, Carina Titus] School of Educational Information Technology, Central China Normal University, China<&wdkj&>Information Systems and Technology, The University of Dodoma, Tanzania, United Republic of

会议名称： 13th International Conference on Education Technology and Computers, ICETC 2021

会议时间： October 22, 2021 - October 25, 2021

会议地点： Virtual, Online, China

摘要： This study investigated the impact of using the Desimone framework features as TPD core features to analyse Peer Instruction (PI) and Think Pair Share (TPS) Students Centered teaching strategies training on the MOOC platform for teachers. Data were collected quantitatively and qualitatively from 163 teachers enrolled on training in MOOC for TPD. The features used for analytics were extracted from pre-survey data, discussion forum responses, MOOC report analytics, and face to face class work snapshots. The study results revealed that based on TPD core features from Desimone, the MOOC platform for TPD training encouraged teachers to collaborate and communicate with one another on different strategies and challenges encountered in their face to face classroom. There were also advances in teachers' face-to-face interaction with students on using Students Centered teaching strategies in their classroom from the analysis of classwork snapshots on the MOOC platform. Despite the challenges of using MOOCs for TPD for some of the teachers, it is observed that implementing TPD based on core features from Desimone increases teachers' knowledge and skills and improves their students' learning. © 2021 ACM.

语种： 英文

作者： Wang, Tao;Zheng, Zhigao*;Bashir, Ali Kashif;Jolfaei, Alireza;Xu, Yanyan

期刊： ACM Transactions on Internet Technology,2021年21(3):56:1-56:15 ISSN：1533-5399

通讯作者： Zheng, Zhigao

作者机构： [Wang, Tao] Cent China Normal Univ, Hubei Res Ctr Educ Informationizat, Sch Educ Informat Technol, Wuhan, Peoples R China.;[Zheng, Zhigao] Huazhong Univ Sci & Technol, Sch Comp Sci & Technol, Wuhan, Peoples R China.;[Bashir, Ali Kashif] Manchester Metropolitan Univ, Dept Comp & Math, Manchester, Lancs, England.;[Bashir, Ali Kashif] Natl Univ Sci & Technol, Sch Elect Engn & Comp Sci, Islamabad, Pakistan.;[Jolfaei, Alireza] Macquarie Univ, Dept Comp, Sydney, NSW, Australia.

通讯机构： [Zheng, Zhigao] H;Huazhong Univ Sci & Technol, Sch Comp Sci & Technol, Wuhan, Peoples R China.

关键词： differential privacy;fingerprint;low-rank matrix approximation;sensitivity

摘要： Fingerprint provides an extremely convenient way of identification for a wide range of real-life applications owing to its universality, uniqueness, collectability, and invariance. However, digitized fingerprints may reveal the privacy of individuals. Differential privacy is a promising privacy-preserving solution that is enforced by injecting random noise into preserved objects, such that an adversary with arbitrary background knowledge cannot infer private input from the noisy results. This study proposes FinPrivacy, a privacy-preserving mechanism for fingerprint identification. This mechanism utilizes the low-rank matrix approximation to reduce the dimensionality of fingerprint and the exponential mechanism to carefully determine the value of the optimal rank. Thereafter, FinPrivacy injects Laplace noise to the singular values of the approximated singular matrix, thereby trading off between privacy and utility. Analytic proofs and results of the comparative experiments demonstrate that FinPrivacy can simultaneously enforce δ-differential privacy and maintain an efficient fingerprint recognition. © 2021 Association for Computing Machinery.

语种： 英文

作者： Shi, Yafei;Tong, Mingwen;Long, Taotao

期刊： Computers & Education,2021年168:104193 ISSN：0360-1315

通讯作者： Tong, Mingwen(tmw@mail.ccnu.edu.cn)

作者机构： [Shi, Yafei; Tong, Mingwen; Long, Taotao] Cent China Normal Univ, Sch Educ Informat Technol, Wuhan, Peoples R China.

通讯机构： [Mingwen Tong] S;School of Educational Information Technology, Central China Normal University, China

关键词： Blended Synchronous learning environments;Improving classroom teaching;Pedagogical affordance;Secondary education;Teaching/learning strategies

摘要： The purpose of this study was to explore the relationship and functioning mechanism between a blended synchronous learning environment (BSLE) and high school students’ cognitive engagement with a mediating role of motivation. This study surveyed 385 high school students enrolled in blended synchronous courses. Building on the quantitative results, 43 students in 23 small groups were selected to be measured in more depth. Results showed that pedagogical affordance was found to be a strong predictor to students’ extrinsic motivation, intrinsic motivation, and deep cognitive engagement. Interestingly, the impact of pedagogical affordance on students’ shallow cognitive engagement was fully mediated by extrinsic motivation. However, statistically, the impact of social and technical affordance on motivation and cognitive engagement was not observed. The follow-up qualitative research yielded seven major themes with regard to pedagogical, social, and technical affordance. These themes helped to understand and interpret those results observed in quantitative phase. This study suggested that instructors and practitioners must take into consideration pedagogical, social, and technical affordance to redesign a motivating and engaging learning environment. © 2021 Elsevier Ltd

语种： 英文

作者： Min, Qiusha;Zhou, Zhongwei;Li, Ziyi

作者机构： [Min, Qiusha; Zhou, Zhongwei; Li, Ziyi] School of Educational Information Technology, Central China Normal University, No.152 Luoyu Road, Wuhan;Hubei, China;[Min, Qiusha; Zhou, Zhongwei; Li, Ziyi] Hubei, China

会议名称： 2021 5th International Conference on Management Engineering, Software Engineering and Service Sciences, ICMSS 2021

会议时间： January 8, 2021 - January 10, 2021

会议地点： Virtual, Online, China

摘要： Instructional video quality evaluation is a heavy task due to the rapid growth of available instructional videos and limited experts. In order to solve this problem, this paper presents an approach to automatically evaluate instructional videos. Instructional video evaluation is different from general video evaluation in that the important characteristics of an instructional video is supporting the understanding of course content. Therefore, a metric of instructional video assessment is established. It includes five indicators, i.e. screen effect, subtitle, duration, format and quality. Image recognition and image processing technologies are used to score the indicators. Automatic evaluation model is constructed by machine learning. Our experimental results show that the automatic evaluation is basically consistent with the results of manual evaluation. Therefore, our approach significantly reduces the burden of instructional video evaluation and helps to improve video-based learning. © 2021 ACM.

语种： 英文

作者： Shi, Yu;Zhou, Qing;Tong, Ming Wen;Cheng, Qi;Cui, Xiao Xiao;...

作者机构： [Shi, Yu; Zhou, Qing; Tong, Ming Wen; Cheng, Qi; Cui, Xiao Xiao; Cao, Pan; Fei Shi, Ya] School of Educational Information Technology, Central China Normal University, Wuhan, China

会议名称： 7th International Conference on Frontiers of Educational Technologies, ICFET 2021

会议时间： June 4, 2021 - June 7, 2021

会议地点： Virtual, Online, Thailand

摘要： With the deepening of curriculum reform and the advancement of informatization, educational games have long become a research topic of high concern in the academic community. The study takes 368 academic papers related to educational game research included in the Web of Science database from 2017 to 2020 as the research object, and uses citation analysis, clustering analysis and multidimensional scaling analysis as research methods. After analysis, four major research hotspots in the field of educational games are obtained, and combined with the analysis of the literature content, several enlightenments are put forward to provide new research ideas and reference value. © 2021 ACM.

语种： 英文

作者： Pi, Zhongling;Xu, Ke;Liu, Caixia;Yang, Jiumin*（杨九民）

期刊： Computers & Education,2020年144:103713 ISSN：0360-1315

通讯作者： Yang, Jiumin（杨九民）

作者机构： [Yang, Jiumin; Xu, Ke; Pi, Zhongling] Cent China Normal Univ, Sch Educ Informat Technol, Wuhan 430079, Hubei, Peoples R China.;[Liu, Caixia] Cent China Normal Univ, Collaborat Innovat Ctr Informat Technol & Balance, Wuhan 430079, Hubei, Peoples R China.;[Yang, Jiumin] Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan 430079, Hubei, Peoples R China.;[Yang, Jiumin] Cent China Normal Univ, 152 Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.

通讯机构： [Yang, Jiumin] C;Cent China Normal Univ, 152 Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.

关键词： Distance education and;Multimedia/hypermedia systems;Pedagogical issues;Teaching/learning strategies;telelearning

摘要： The instructor's on-screen presence, rather than just voice, has rapidly become a popular feature in video lectures. Eye gaze and body orientation are core indicators of an instructor's attentional focus in classroom settings, but it is not well known how these factors influence learners' attention allocation and learning performance in video lectures with the on-screen presence of instructors presenting slides. This study tested the effects of the instructor's eye gaze and body orientation on attention and learning from a video lecture in a sample of 174 undergraduates. Specifically, the instructor's presence was manipulated in terms of eye gaze (direct, guided, or averted) and body orientation (frontal or lateral). Eye tracking data revealed that regardless of an instructor's body orientation, learners who viewed the video lectures with the instructor's guided gaze paid greater attention to the slides, and those who viewed the video lectures with the instructor's direct gaze paid greater attention to her face; paper-and-pencil assessments showed that learners who viewed the video lectures with guided gaze showed better retention and transfer. These results held regardless of body orientation, suggesting that an instructor's eye gaze has a stronger influence than body orientation on attention and learning from video lectures. The findings suggest that an instructor should not look directly at the camera continuously throughout the lecture, and should instead use guided gaze to draw learners' attention to the learning materials. © 2019

语种： 英文

作者： Pang, Feng;Lu, Kai-Li;Gu, Wei-Jiang

作者机构： [Pang, Feng; Gu, Wei-Jiang] Information Center, Nanjing Forestry University, Nanjing;210037, China;[Lu, Kai-Li] National Engineering Center for E-Learning, Central China Normal University, Wuhan;430079, China;[Pang, Feng; Gu, Wei-Jiang] 210037, China

会议名称： 5th International Conference on Distance Education and Learning, ICDEL 2020

会议时间： May 22, 2020 - May 25, 2020

会议地点： Virtual, Online, China

摘要： This study reviewed recently published scientific literature on the use of student profile (SP) in educational research. After systematically searching online bibliographic databases, 23 relevant papers were located and included in the study. The results indicate that (1) SP construction was mainly based on the theory about learning theories, particularly social constructivism; (2) SP analysis was mainly about learning style, academic achievement, learning motivation, learning anxiety, etc.; (3) The E-learning platforms that used to collect data can be divided into two groups: adaptive learning styles and intelligent learning styles; (4) The computing mechanism includes Bayesian networks, decision trees, etc. As SP is still at its early developing stage, it has some research limitations: not only lack of studies in investigating all cognitive aspects, but also lack of factors that considered in constructing an overall student profile. SP would be employed extensively in education field in the near future if it can address the challenges mentioned above. © 2020 ACM.

语种： 英文

作者： Xiang, Wei;Jing, Xiuji

作者机构： [Xiang, Wei] School of Educational Information Technology, Central China Normal University, Wuhan, Hubei, China;[Jing, Xiuji] School of Foreign Language, Central China Normal University, Wuhan, Hubei, China

会议名称： 3rd International Conference on Education Technology Management, ICETM 2020

会议时间： December 17, 2020 - December 19, 2020

会议地点： Virtual, Online, United kingdom

摘要： In order to enhance the depth of teaching interaction, improve teaching effect and quality. This article designs and verifies a grouping strategy from the perspective of empathy. Some studies have shown that learners with high empathy ability are superior to learners with low empathy ability in terms of academic performance, interpersonal communication and self-efficacy. This paper selects 36 students from the course 'Teaching Technology and Media'as the research objects. The experimental group adopts grouping strategy, and the control group adopts random grouping strategy. At the same time, statistical analysis and social network analysis methods are used to explore the effect of grouping strategies based on empathy impact. The results show that: from the results of social network analysis, the interaction density of the group using the grouping strategy is much higher than that of the group using the random grouping strategy, which promotes the interaction between group members; and the learning effect of the group using the grouping strategy is also better than that of the group using random grouping strategy. © 2020 ACM.

语种： 英文

作者： Lin, Yu-Ren*;Fan, Bing;Xie, Kui

期刊： Computers & Education,2020年151:103860 ISSN：0360-1315

通讯作者： Lin, Yu-Ren

作者机构： [Lin, Yu-Ren; Fan, Bing] Cent China Normal Univ, Sch Educ Informat Technol, 152 Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.;[Xie, Kui] Ohio State Univ, Dept Educ Studies, Columbus, OH 43210 USA.

通讯机构： [Lin, Yu-Ren] C;Cent China Normal Univ, Sch Educ Informat Technol, 152 Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.

关键词： Computer-mediated communication;Cooperative/collaborative learning;Secondary education;Teaching/learning strategies

摘要： The present study developed a web-based argumentation program (WAP) to support the science concept and argumentation learning of low achievers (LAs) in socio-scientific issue (SSI) contexts. A quasi-experimental design was applied in the present study. A total of 63 eighth-grade LAs were defined as the experimental group, while 62 of their peers who were medium achievers (MAs) were defined as the control group. The WAP was developed based on three principles to address the specific needs of the LAs: visualizability, interactivity, and multiplicity. The statistical results showed that both the MAs and LAs exhibited significant improvements in both conceptual learning and argumentation learning. However, the LAs acquired better and more balanced improvement in their science argumentation learning. They even outperformed their peers in the MA group in terms of using level 1 claims and qualifiers in the WAP. Meanwhile, the qualitative analysis showed that both the LAs and MAs had no problems with using claims, warrants, or rebuttals. Most of the LAs basically saw the SSI argumentation as a competition and understood that they could potentially strengthen their arguments by citing evidence. However, they found it difficult to construct higher level qualifiers because they had difficulty perceiving the limitations of their own arguments. The co-constructions in the WAP were a main factor influencing the degree and sequence of the LAs’ improvements in using claims, warrants, and rebuttals. We subdivided their co-constructions into two types: opposed and supportive. The two types of co-constructions provided the students with various paths through which they can reflect on and evaluate their knowledge. This indicates that there is much potential for the further development of web-based scaffolding in order to facilitate argumentation learning for LAs. © 2020 Elsevier Ltd

语种： 英文

作者： Shi, Yafei;Tong, Mingwen;Sun, Jia;Dai, Hongbin;Long, Taotao;...

作者机构： [Shi, Yafei; Tong, Mingwen; Sun, Jia; Long, Taotao; Long, Xin] School of Educational Information Technology, Central China Normal University, Wuhan, China;[Dai, Hongbin] Co-innovation Center of Informatization and Balanced Development of Basic Education, Central China Normal University, Wuhan, China

会议名称： 11th International Conference on E-Education, E-Business, E-Management, and E-Learning, IC4E 2020

会议时间： January 10, 2020 - January 12, 2020

会议地点： Osaka, Japan

摘要： Information technology has been used to solve the issue of educational equality. Some teaching problems and challenges has occurred according to the poor experience. This study mainly focuses on investigating the benefits and challenges presented in blended synchronous classroom and providing solutions for it. The case study was conducted in a rural school in China. Three students, two instructors, and a school leader were interviewed to respond to the research questions. The finding showed that blended synchronous learning played a significant role in facilitating students' learning, instructors' professional development, as well as schools' teaching quality, influence, and popularity. However, some challenges also existed in the learning process, such as network delay, improper hardware layout, and low students' motivation according to being unfamiliar with each other. Therefore, strategies were introduced from perspectives of students, instructors, and schools to deal with the challenges. This study would provide lessons for both related researchers and practitioners. © 2020 ACM.

语种： 英文

作者： Zhao, Gang*;He, Hui;Di, Bingbing

作者机构： [Di, Bingbing; Zhao, Gang; He, Hui] Cent China Normal Univ, Sch Educ Informat Technol, Wuhan, Peoples R China.

会议名称： 4th International Conference on Cryptography, Security and Privacy (ICCSP)

会议时间： JAN 10-12, 2020

会议地点： Nanjing, PEOPLES R CHINA

会议主办单位： [Zhao, Gang;He, Hui;Di, Bingbing] Cent China Normal Univ, Sch Educ Informat Technol, Wuhan, Peoples R China.

关键词： blockchain;authentication;digital education resources;smart contract

摘要： With the approaching of the digital age, digital education resources bring convenience to people because they are prone to duplicate and spread, but there are also some disadvantages in online education service transactions. The security issues of digital education resources and the phenomenon of illegal distribution seriously damage the rights and interests of the owners of digital education resources. Based on this, in this paper, we proposed a blockchain-based digital education resources authentication system which uses the decentralized, tamperresistant features of blockchain technology to store the digital education resources information in the form of a secret text. In the system, there is no need to require the participation of any thirdparty institution. The system proposed in this study will greatly protect the rights and interests of the owner of digital education resources. © 2020 ACM. All rights reserved.

语种： 英文

作者： Shu, Jiangbo*;Peng, Liyuan;Hu, Qianqian;Tan, Fengxia;Ge, Xiong

作者机构： [Tan, Fengxia; Peng, Liyuan; Shu, Jiangbo; Hu, Qianqian; Ge, Xiong] Cent China Normal Univ, Natl Engn Ctr E Learning, Wuhan, Peoples R China.

会议名称： 3rd International Conference on Computer Science and Application Engineering (CSAE)

会议时间： OCT 22-24, 2019

会议地点： Sanya, PEOPLES R CHINA

会议主办单位： [Shu, Jiangbo;Peng, Liyuan;Hu, Qianqian;Tan, Fengxia;Ge, Xiong] Cent China Normal Univ, Natl Engn Ctr E Learning, Wuhan, Peoples R China.

关键词： Education big data;Student personal big data;Behavior analysis;Correlation analysis

摘要： With the continuous improvement of the information construction of colleges and universities, the daily life and learning behaviors of college students are recorded and stored by major business systems, and they are accumulated, which has initially formed a large-scale and multi-type student personal big data environment. This paper mainly classifies and summarizes the students' data from the three aspects of student basic information, campus learning and campus life. It focuses on the feature extraction and index mining of students' campus consumption, curriculum and performance data, and constructs the student's personal big data behavior analysis model. In-depth analysis and mining of student consumption behavior data to explore students' dietary rules and consumption level. Through data analysis, the following rules were found: 1)The total number of students eating at school decreases year by year, and the breakfast rate decreases year by year; 2) Freshmen are one hour ahead of the 'peak period' of breakfast meals for the whole group;3) The students' academic scores are highly correlated with the meal rate, breakfast meal rate and eating consumption level, and are less correlated with variables such as window selection stability, etc. 4) The more regular the student's diet, the more stable the level of consumption, and the higher the level of learning effort, the better the student's academic performance. © 2019 Association for Computing Machinery.

语种： 英文

作者： Gong, Jinqi;Hu, Xiangyun*;Pang, Shiyan;Li, Kun

期刊： Sensors,2019年19(7):1557 ISSN：1424-3210

通讯作者： Hu, Xiangyun

作者机构： [Li, Kun; Gong, Jinqi; Hu, Xiangyun] Wuhan Univ, Sch Remote Sensing & Informat Engn, Wuhan 430079, Hubei, Peoples R China.;[Hu, Xiangyun] Wuhan Univ, Collaborat Innovat Ctr Geospatial Technol, Wuhan 430079, Hubei, Peoples R China.;[Pang, Shiyan] Cent China Normal Univ, Sch Educ Informat Technol, Wuhan 430079, Hubei, Peoples R China.

通讯机构： [Hu, Xiangyun] W;Wuhan Univ, Sch Remote Sensing & Informat Engn, Wuhan 430079, Hubei, Peoples R China.;Wuhan Univ, Collaborat Innovat Ctr Geospatial Technol, Wuhan 430079, Hubei, Peoples R China.

关键词： building change detection;patch matching;phase consistency;relief displacement;semantic segmentation

摘要： The identification and monitoring of buildings from remotely sensed imagery are of considerable value for urbanization monitoring. Two outstanding issues in the detection of changes in buildings with composite structures and relief displacements are heterogeneous appearances and positional inconsistencies. In this paper, a novel patch-based matching approach is developed using densely connected conditional random field (CRF) optimization to detect building changes from bi-temporal aerial images. First, the bi-temporal aerial images are combined to obtain change information using an object-oriented technique, and then semantic segmentation based on a deep convolutional neural network is used to extract building areas. With the change information and extracted buildings, a graph-cuts-based segmentation algorithm is applied to generate the bi-temporal changed building proposals. Next, in the bi-temporal changed building proposals, corner and edge information are integrated for feature detection through a phase congruency (PC) model, and the structural feature descriptor, called the histogram of orientated PC, is used to perform patch-based roof matching. We determined the final change in buildings by gathering matched roof and bi-temporal changed building proposals using co-refinement based on CRF, which were further classified as "newly built," "demolished", or "changed". Experiments were conducted with two typical datasets covering complex urban scenes with diverse building types. The results confirm the effectiveness and generality of the proposed algorithm, with more than 85% and 90% in overall accuracy and completeness, respectively.

语种： 英文

作者： Pi, Zhongling;Zhang, Yi（张屹）;Zhu, Fangfang;Xu, Ke;Yang, Jiumin*（杨九民）;...

期刊： Computers & Education,2019年128:345-352 ISSN：0360-1315

通讯作者： Yang, Jiumin（杨九民）;Hu, Weiping

作者机构： [Hu, Weiping; Pi, Zhongling] Shaanxi Normal Univ, Ctr Teacher Profess Abil Dev, Minist Educ, Key Lab Modern Teaching Technol, Xian 710062, Shaanxi, Peoples R China.;[Zhang, Yi; Yang, Jiumin; Xu, Ke; Zhu, Fangfang] Cent China Normal Univ, Sch Educ Informat Technol, Wuhan 430079, Hubei, Peoples R China.;[Hu, Weiping] Beijing Normal Univ, Collaborat Innovat Ctr Assessment Basic Educ Qual, Beijing 100000, Peoples R China.;[Yang, Jiumin] Cent China Normal Univ, Luoyu Rd 152, Wuhan 430079, Hubei, Peoples R China.;[Hu, Weiping] 199 Changan Rd, Xian 710062, Shaanxi, Peoples R China.

通讯机构： [Yang, Jiumin] C;[Hu, Weiping] 1;Cent China Normal Univ, Luoyu Rd 152, Wuhan 430079, Hubei, Peoples R China.;199 Changan Rd, Xian 710062, Shaanxi, Peoples R China.

关键词： Multimedia/hypermedia systems;Pedagogical issues;Post-secondary education;Teaching/learning strategies

摘要： Empirical research to date has not distinguished the effects of the instructor's pointing gestures from directed gaze in video lectures. This study tested the hypothesis that the pointing gesture is superior to directed gaze in enhancing video lecture learning. Participants (n = 120) watched one of four types of video lecture in which the instructor either (a) looked straight into the camera with no gaze shift and without pointing gesture; (b) made occasional gaze shifts and without pointing gesture; (c) looked straight into the camera with no gaze shift and pointed to the relevant areas of the slide; or (d) made occasional gaze shifts accompanied by pointing gestures towards the slides. ANOVAs found that students in the conditions that included the instructor's pointing gesture showed better learning performance, more efficient visual search, and greater attention to the learning content that the instructor was referring to, regardless of her use of directed gaze. The implication for education is that instructors should use pointing gestures, with or without directed gaze, to guide students’ attention and improve their learning in video lectures. © 2018 Elsevier Ltd

语种： 英文

作者： Zhang, Ni*;Liu, Qingtang

作者机构： [Zhang, Ni; Liu, Qingtang] Cent China Normal Univ, Sch Educ Informat Technol, Wuhan 430079, Hubei, Peoples R China.

会议名称： 10th International Conference on E-Education, E-Business, E-Management and E-Learning (IC4E)

会议时间： JAN 10-13, 2019

会议地点： Waseda Univ, Tokyo, JAPAN

会议主办单位： Waseda Univ

关键词： IBSTPI;AITSL;TPACK;Assessment Model;K-12 teachers;ICT Ability

摘要： Teachers of today and the future are expected to have the ICT skills necessary for improving their teaching. On the basis of existing typical frameworks, this study constructs a new assessment model for K-12 teachers' ICT ability, with 6 domains including pedagogical knowledge and skills, ICT ability of teaching design, ICT ability of teaching implementation, ICT ability of teaching management, ICT ability of teaching evaluation, and ICT ability of teaching reflection. 319 K-12 teachers from China participated in an online survey. The results indicate that the reliability and validity of the new assessment model is fit for the assessment of K-12 teachers' ICT ability. The correlations of different paths among 6 domains indicate that one is the influence factor to each other. According to the model, K-12 teachers' ability of pedagogy is the highest, whereas their evaluation was the lowest. © 2019 Association for Computing Machinery.

语种： 英文

作者： 李仕学;沈欣;姚璜;张过;刘钰霖

期刊： 武汉大学学报(信息科学版),2019年44(4):593-600 ISSN：1671-8860

通讯作者： Shen, Xin(xinshen@whu.edu.cn)

作者机构： [刘钰霖; 李仕学; 张过; 沈欣] State Key Laboratory of Information Engineering in Surveying, Mapping and Remote Sensing, Wuhan University, Wuhan, 430079, China;[姚璜] School of Resource and Environmental Sciences, Wuhan University, Wuhan, 430079, China;[姚璜] School of Educational Information Technology, Central China Normal University, Wuhan, 430079, China;[刘钰霖; 李仕学; 张过; 沈欣] Collaborative Innovation Center of Geospatial Technology, Wuhan, 430079, China

通讯机构： State Key Laboratory of Information Engineering in Surveying, Mapping and Remote Sensing, Wuhan University, Wuhan, China

关键词： 区域成像;条带拼接;成像任务规划;侧摆角;优化

摘要： 面向月表大区域成像任务需求,提出了拼接成像侧摆角优化方法。针对区域覆盖率计算,提出了基于矢量多边形逻辑运算的成像覆盖率快速计算方法,可在保证计算精度的同时降低计算复杂度;构建拼接成像任务侧摆角优化模型,采用基于sigmoid函数的自适应遗传算法求解;并采用两组仿真数据验证了该优化算法的可行性。

语种： 中文