A Study of Multimodal Intelligent Adaptive Learning System and Its Pattern of Promoting Learners’Online Learning Engagement

As the field of artificial intelligence continues to evolve,so too does the application of multimodal learning analysis and intelligent adaptive learning systems.This trend has the potential to promote the equalization of educational resources,the intellectualization of educational methods,and the modernization of educational reform,among other benefits.This study proposes a construction framework for an intelligent adaptive learning system that is supported by multimodal data.It provides a detailed explanation of the system’s working principles and patterns,which aim to enhance learners’online engagement in behavior,emotion,and cognition.The study seeks to address the issue of intelligent adaptive learning systems diagnosing learners’learning behavior based solely on learning achievement,to improve learners’online engagement,enable them to master more required knowledge,and ultimately achieve better learning outcomes.

Automatic Detection of Learner Engagement Using Machine Learning and Wearable Sensors

Training can now be delivered on a large scale through mobile and web-based platforms in which the learner is often distanced from the instructor and their peers. In order to optimize learner engagement and maximize learning in these contexts, instructional content and strategies must be engaging. Key to the development and study of such content and strategies, and adaptation of instructional techniques when learners become disengaged, is the ability to objectively assess engagement in real-time. Previous self-reported metrics, or expensive EEG-based engagement measures are not appropriate for large-scale platforms due to their complexity and cost. Here we describe the development and testing of a measurement and classification technique that utilizes non-invasive physiological and behavioral monitoring technology to directly assess engagement in classroom, simulation, and live training environments. An experimental study was conducted with 45 students and first responders in a unmanned aircraft systems (UAS) training program to assess the ability to accurately assess learner engagement and discriminate between levels of learner engagement within classroom, simulation and live environments via physiological and behavioral inputs. A series of engagement classifiers were developed using cardiovascular, respiratory, electrodermal, movement, and eye-tracking features that were able to successfully classify engagement levels at an accuracy level of 85% with eye-tracking features included or 81% without eye-tracking features. This approach is capable of monitoring, assessing, and tracking learner engagement across learning situations and contexts, and providing real-time and after action feedback to support instructors in modulating learner engagement.

Reading “the Word” and “the World”: Promoting Learner Agency through an Engagement Model of Literacy Instruction

Learning to read in English is not just about learning to decode words, but about learning to make sense of the world through the language. However, EFL reading instruction tends to focus on developing decoding and word knowledge in an isolated manner, neglecting learners’ sense making beyond the text. This text-based approach of reading instruction often leads to students’ low interest and engagement in English learning and low profi ciency in English achievement. Drawing on examples from current research and practices in K-12 schools in the U.S. and Canada, this paper introduces an engagement model of literacy instruction, INSPIRE, that focuses on involving students in reading and writing for meaningful purposes beyond learning to decode. This integrated model of literacy instruction capitalizes on students’ personal interests and lives of school, allows choices in materials, and follows students’ lead to promote learner agency for deeper learning and comprehension. When students are more engaged in learning the world through the words, they achieve better learning outcomes in both language skills and attitudes.

Marital Status as a Moderator:Exploring the Relationship between Social Engagement and Depressive Symptoms in China’s Older Adult Population

Objective This study aims to explore the complex relationship between social engagement and depressive symptoms among older adults in China,focusing particularly on the moderating role of marital status.Methods This study used data from the latest Chinese Longitudinal Healthy Longevity Survey(CLHLS).The analysis used the latent class analysis to delineate personality clusters and hierarchical linear regression,supplemented by the PROCESS macro,to investigate the effects of social engagement and marital status on depressive symptoms.Results The analysis encompassed 7,789 respondents(mean age:82.53[s=11.20]years),with 54%female.The personality analysis categorized participants into four clusters,with the majority(77.60%)classified as Confident Idealists,who exhibited the lowest levels of depressive symptoms.Hierarchical linear regression analysis yielded several significant findings:Higher levels of social engagement were significantly associated with fewer depressive symptoms(t=-7.932,P<0.001,B=-0.463).Marital status was a significant factor;married individuals reported fewer depressive symptoms compared to their unmarried counterparts(t=-6.368,P<0.001,B=-0.750).There was a significant moderating effect of marital status on the relationship between social engagement and depressive symptoms(t=-2.092,P=0.037,B=-0.217).Conclusion This study demonstrates that,among Chinese older adults,both social engagement and marital status significantly influence depressive symptoms.Higher social engagement,particularly in other activities like doing household chores,gardening,reading newspapers or books,and playing cards or Mahjong,is associated with fewer depressive symptoms,especially among married individuals.

The Importance of Stakeholder Engagement in Progressive Rehabilitation of Large-Scale Open Pit Mines—A Case Study of Lumwana Mine

Mining globally contributes to the growth of many economies of the world. Since its inception, the Zambian mining industry has contributed largely to the country’s economy. The various developments both in technology and knowledge have contributed to the scale at which mining is being done. Challenges in such a setting arise due to the socio-economic and environmental impacts of mining, which create multidimensional problems. The study investigated the importance of engaging stakeholders in progressive rehabilitation programs for large-scale open pit mines, using a case study of the Lumwana Mine and its host community, Manyama. A qualitative approach was used, and data was collected through one-on-one interviews. A combination of convenient and quota sampling was used to engage with host community leaders, professionals and academicians from various fields and institutions. Results showed that most participants had agreed that stakeholder engagement is important for progressive rehabilitation, but the challenge was that the host community and municipal council representatives were not aware of any progressive rehabilitation efforts at Lumwana Mine. This was attributed to a lack of stakeholder engagement and communication of mitigation progress activities by the Lumwana Mine. Results also revealed that the lack of environmental impact assessment regulations to compel companies to involve stakeholders throughout the entire life of the mine other than just at the pre-mining stage led to a lack of compliance and accountability in rehabilitation.

Re-Distributing Facial Features for Engagement Prediction with ModernTCN

Automatically detecting learners’engagement levels helps to develop more effective online teaching and assessment programs,allowing teachers to provide timely feedback and make personalized adjustments based on students’needs to enhance teaching effectiveness.Traditional approaches mainly rely on single-frame multimodal facial spatial information,neglecting temporal emotional and behavioural features,with accuracy affected by significant pose variations.Additionally,convolutional padding can erode feature maps,affecting feature extraction’s representational capacity.To address these issues,we propose a hybrid neural network architecture,the redistributing facial features and temporal convolutional network(RefEIP).This network consists of three key components:first,utilizing the spatial attention mechanism large kernel attention(LKA)to automatically capture local patches and mitigate the effects of pose variations;second,employing the feature organization and weight distribution(FOWD)module to redistribute feature weights and eliminate the impact of white features and enhancing representation in facial feature maps.Finally,we analyse the temporal changes in video frames through the modern temporal convolutional network(ModernTCN)module to detect engagement levels.We constructed a near-infrared engagement video dataset(NEVD)to better validate the efficiency of the RefEIP network.Through extensive experiments and in-depth studies,we evaluated these methods on the NEVD and the Database for Affect in Situations of Elicitation(DAiSEE),achieving an accuracy of 90.8%on NEVD and 61.2%on DAiSEE in the fourclass classification task,indicating significant advantages in addressing engagement video analysis problems.

Towards Lessening Learners’Aversive Emotions and Promoting Their Mental Health:Developing and Validating a Measurement of English Speaking Demotivation in the Chinese EFL Context

While a plethora of studies has been conducted to explore demotivation and its impact on mental health in second language(L2)education,scanty research focuses on demotivation in L2 speaking learning.Particularly,little research explores the measures to quantify L2 speaking demotivation.The present two-phase study attempts to develop and validate an English Speaking Demotivation Scale(ESDS).To this end,an independent sample of 207 Chinese tertiary learners of English as a Foreign Language(EFL)participated in the development phase,and another group of 188 Chinese EFL learners was recruited for the validation of the scale.Exploratory Factor Analysis(EFA)and Confirmatory Factor Analysis(CFA)were employed to determine the factor structure of the scale.The EFA results revealed a six-factor solution with Teacher-related Factors in Learning Spoken English(TFLSE),Interest and Valence in Learning Spoken English(IVLSE),Self-efficacy in Learning Spoken English(SELSE),Negative Peer Influence in Learning Spoken English(NPILSE),Undesirable Environment for Learning Spoken English(UELSE),and Negative Influence of Assessment and Learning Materials in speaking class(NIALM).In the validation phase,Confirmatory Factor Analysis(CFA)was performed to validate the internal structure of the scale.The CFA results showed that the model fits the data well.Overall,the ESDS is a robust and trustworthy psychometric tool that could be utilized to examine L2 speaking demotivation.Implications for diminishing EFL learners’demotivation,lessening their aversive emotions and promoting their mental health are also discussed.

The Impact of Comment Style on Learners’ Essay Revisions

This paper investigates how the type of written feedback provided by teachers affects learners’ ability to revise essays. A total of 120 participants participated in two rounds of essay composition and feedback delivery. The findings indicate that learners who receive comments in the form of questions are more prone to make revisions compared to those receiving statements or imperatives. These results hold significant implications for educators and the ways they utilize written feedback to enhance learners’ writing skills.

Analyzing the Essay Writing Patterns of Iranian Intermediate-Level Korean Language Learners: A Study Based on the TOPIK Exam

This study examines the writing abilities of Iranian intermediate Korean learners,specifically their performance in the compositional writing section of the Test of Proficiency in Korean(TOPIK).By utilizing the many FACETS-Rasch Model,we meticulously analyzed nine writing samples from the 52nd TOPIK.These samples were evaluated using a modified rubric ranging from 0 to 3 based on predefined criteria for written composition.The results underscored that the sections on“appropriateness of spacing and spelling,”“relevance of vocabulary,”and“content diversity”presented the most significant challenges for the learners.On the other hand,“the quantity of writing”emerged as the least challenging aspect.These findings reveal substantial disparities in various aspects of writing proficiency among learners.The study not only pinpoints issue areas in writing skills,but also underscores the necessity of customized teaching strategies within the TOPIK framework to address these weaknesses.Consequently,it offers valuable insights that could bolster the effectiveness of teaching writing to Korean language learners.The findings of this study are not only significant for the field of language education,but also contribute to a deeper understanding of the challenges faced by intermediate learners and provide a roadmap for improving language instruction.

Leveraging Predictive Analytics for Strategic Corporate Communications: Enhancing Stakeholder Engagement and Crisis Management

This study explores the integration of predictive analytics in strategic corporate communications, with a specific focus on stakeholder engagement and crisis management. Our mixed-methods approach, which combines a comprehensive literature review with case studies of five multinational corporations, allows us to investigate the applications, challenges, and ethical implications of leveraging predictive models in communication strategies. While our findings reveal significant potential for enhancing personalized content delivery, real-time sentiment analysis, and proactive crisis management, we stress the need for careful consideration of challenges such as data privacy concerns and algorithmic bias. This emphasis on ethical implementation is crucial in navigating the complex landscape of predictive analytics in corporate communications. To address these issues, we propose a framework that prioritizes ethical considerations. Furthermore, we identify key areas for future research, thereby contributing to the evolving field of data-driven communication management.

The importance of public engagement in clinical xenotransplantation

Over the past several decades,significant scientific progress in xenotransplantation has brought the field to the threshold of clinical trials.In the past 3 years in the United States,experimental pig kidney and heart xenotransplantation have been performed on human subjects recently declared dead by neurological criteria(decedents).In addition,two pig heart transplants have been carried out in living patients under the United States Food and Drug Administration's expanded access guidelines.However,though there has been a flurry of activity there remain unanswered questions regarding how the public views xenotransplantation,what concerns may exist,and how to address these concerns in a meaningful way.This paper aims to underscore the importance of public engagement in xenotransplantation,emphasizing the ongoing need for studies to assess public opinions.The current evidence on public engagement studies is reviewed and gaps in our understanding are identified.We propose practical steps to advance this field.Additional studies to determine the extent of racial/ethnic differences in attitudes to xenotransplantation should be conducted.Empirical and descriptive analysis of certain religious viewpoints—especially minority faiths—would be valuable.As public engagement is an important aspect of public acceptance of novel research that is accompanied by risk,we suggest that xenotransplantation biotechnology companies might consider leading the way in funding this research.

The Influence of Academic Self-Efficacy on Learning Engagement in Online Education in China:The Mediating Role of Effort

The shift towards online intelligent learning has become the norm in education and is now a fundamental part of modern educational activities.However,this new model can influence students’learning behavior and lead to changes in their approach to learning.Based on online intelligent learning,we investigated how the academic self-efficacy of nursing students affects their engagement with learning and explored the role of academic attribution as a mediator.Five hundred fifty-three nursing college students from Hebei and Hunan provinces in China participated in the online questionnaire.The results revealed that effort plays a mediating role in the relationship between academic self-efficacy and learning engagement.

Analysis of Young Learners’Listening Skills

The importance of listening as one of the communication skills cannot be overstated.However,in many areas,listening is neglected.For young learners,learning to listen is even more beneficial for their future studies,therefore,listening skills should be given due importance.

Effects of Perceived Teacher Support on Student Behavioral Engagement in the Blended Learning Environment:Learning Experience as a Mediator

Blended learning(BL)has been widely adopted to improve students’academic achievements in higher education.However,its success relies mainly on student engagement,which plays an essential role in active learning and provides a rich understanding of students’experiences.The study utilized three self-designed scales-the Teacher Support Scale,Student Engagement Scale,and Student Learning Experience Scale-to gauge and examine the impact and relationship between perceived teacher support,student behavioral engagement,and the intermediary role of learning experiences.A cohort of 899 college students undertaking the obligatory College English course through BL modes across five Chinese universities actively participated by completing a comprehensive questionnaire.The results showed significant correlations between perceived teacher support,learning experience,and behavioral engagement.Perceived teacher support significantly predicted students’behavioral engagement,with socio-affective support exerting the most substantial predictive effects.All predictive effects were partially mediated by learning experience(learning mode,online resources,overall LMS-based learning,interaction with their instructor and peers,and learning outcome).The influence of perceived teacher support on behavioral engagement differed between students who reported the most positive(vs.negative)learning experiences.Suggestions for further research are offered for consideration.

Enhancing Learners’Performance in Grade 7 Mathematics Through 50-30-20 Exercise

Assessment exercises constitute a crucial component of the teaching and learning process,serving the purpose of gauging the degree to which learning objectives have been accomplished.This study aims to assess the mathematics performance of Grade 7 learners using the 50-30-20 exercise.Specifically,this study seeks to determine the learners’pre-test and post-test mean scores,identify significant differences between the pre-test and post-test results,evaluate learners’exercises,and propose enhanced exercises.The research employs a quasi-experimental design,with 40 Grade 7 learners in the school year 2023-2024 as participants,selected through purposive non-random sampling.Statistical data analysis involves the use of mean,standard deviation,paired t-test,and Cohen’s D effect size.Ethical considerations were paramount,as evidenced by a letter of authorization from the school head outlining the strict adherence to voluntary participation,informed parental consent,anonymity,confidentiality,risk mitigation,results-sharing protocols,and the commitment to keeping research data confidential.The data yielded a remarkable outcome:the experimental group exhibited improvement in both the pre-test and post-test.This result substantiates the initial objective of the study,showcasing a noteworthy and favorable performance among the participants.Consequently,it suggests that a majority of the participants strongly agree that the 50-30-20 exercises contribute to enhancing their understanding and problem-solving skills,as well as their ability to grasp mathematical concepts and improve their overall performance in mathematics.Therefore,the 50-30-20 exercises not only facilitated students in understanding mathematics lessons but were also aligned with the Department of Education’s development plan.

Investigating Learner Engagement in Flipped English as a Foreign Language Classroom

Flipped classroom is an innovative instructional method. Recenttechnological developments have given rise to the popularity of flippedclassroom. This study reports the findings of a questionnaire survey thatinvestigates learners’ perceptions of flipped EFL (English as a ForeignLanguage) classroom, with a particular focus on their self-perceived learnerengagement. The results of the study indicate that the learners generallyhave positive and favorable attitudes toward flipped classroom. Seventyfivepercent of them consider flipped classroom useful in boosting theirconfidence in learning English and 50.6% think that they have becomemore interested in the course. Yet, it is also found that only 30.1% agreethat flipped method has helped them to understand the course content moreclearly. In addition, as high as 71.6% of the respondents agree that theflipped method can increase their motivation to participate in classroomlearning activities, but only 44.9% believe that their engagement hasbeen raised. While the results show that the students tend to accept thisnew teaching method, their evaluation of the actual effects of it is notas expected, which may be due to the lack of guidance and the weakconnection between online self-study and classroom activities. Futurestudies are needed to explore how to strengthen these areas.

Entangled relationship:Chinese parents’involvement in young learners’English tests

Young learners’English(YLE)tests have become increasingly prevalent among and important to Chinese English learners and their parents.In China,parents are actively involved in their children’s education and test-taking decisions,and their participation has given rise to a series of social impacts.Although parent involvement has received increasing public and academic attention in newspaper and scholarly articles,there exists no thorough analysis of current research on parents’roles in young learners’test-taking.To address this gap,we systemically analyzed Chinese newspaper articles and academic articles between 2011 and 2021 to elicit Chinese parents’roles in YLE test-taking.Our thematic analysis of the literature identifies the ways in which parents influence their children’s test-taking experiences,and how the tests affect this influence.Specifically,our results elicit 1)parents’engagement in YLE testing;2)parents’understanding of the intended uses of YLE tests;3)parents’perception and consequences of their involvement in YLE testing;and 4)parents’backgrounds.This analysis reveals the popularity of YLE tests among young learners and their parents in China and public concern over test-related issues.It also broadens our understanding of YLE testing impact and suggests future potential research directions.

China's English Learners' Verbal Phrase Acquisition Research Based on the Corpus——“at last”and“in the end”as an Example

This study is a comparative research based on corpus. This article compares China's English learners with English na?tive speakers about the use of "at last" and "in the end" from three aspects: frequency of use, location, semantic prosody. The study shows that the use of the two words are greatly different between China's English learners and English native speakers. In addition, this study discusses about causes of obvious differences and teaching enlightenments.

Research on China Third Language Learners＇ Metalinguistic Awareness

This study investigated the general situation of metalinguistic awareness of third language learners in Chinese universities.Data analyses showed that the level of metalinguistic awareness in those learners was significantly higher than that of second language learners.And learning a third language can improve metalinguistic awareness.