Training, Education, and Learning Sciences

AHFE International

Accelerating Open Access Science in Human Factors Engineering and Human-Centered Computing

Training, Education, and Learning Sciences

book-cover

Editors: Salman Nazir, Lauren Reinerman-Jones

Topics: Training, Education, and Learning Sciences

Publication Date: 2024

ISBN: 978-1-964867-31-1

DOI: 10.54941/ahfe1005383

Articles

Evaluating Fundamental and Operational Marksmanship Performance Across Head-Borne Equipment

Warfighter clothing and individual equipment (CIE) can impede the ability of a Warfighter to rapidly identify, engage, and hit their target. This paper describes a laboratory experiment where 32 Soldiers completed a simulated marksmanship scenario in four head-borne CIE conditions. Conditions included the M50 military respirator gas mask, sand-wind-dust (SWD) goggles, the Advanced Combat Helmet (ACH): with eye protection, and the ACH alone. The scenario consisted of two sequential marksmanship tasks, referred to collectively as the Individual Shooting Scenario (ISS), consisting of a traditional and a novel marksmanship task. Our results illustrated that the ISS could capture marksmanship performance differences with enough sensitivity to distinguish across head-borne CIE equipment. Of the four CIE conditions, Soldiers generally performed worst while donning the M50 mask while results for other conditions varied by marksmanship measurement. The p(hit) for the traditional marksmanship task was significantly different across all conditions and post hoc testing found that the ACH with eye protection and SWD goggles were significantly better than the M50 condition. The findings collectively indicate a relationship between increased burdensomeness of head-borne equipment and its impact on the application of marksmanship fundamentals, consequently resulting in adverse effects on marksmanship outcomes. Further investigation is warranted to comprehensively probe the relationship and limitations of this finding. Understanding the influence of CIE on marksmanship performance can aid equipment designers to prepare for a wider variety of environments; in addition, it also can improve marksmanship training for Warfighters in equipment, the same equipment which saves lives in diverse and harsh combat environments.

Patrik Schuler, Peioneti Lam, Blake Mitchell

Conference Proceedings

A case stucy on technology selection and didactical design for immersive learning and dialog spaces

Increasingly automated work environments lead to changes in the tasks and activities of humans in these work systems. On the one hand, activities have an increasingly controlling and monitoring character (Dregger et al. 2018) and, on the other hand, require rapid and competent human intervention in case of errors. On the other hand, there is a lack of learning opportunities to build up the necessary knowledge and experience, a phenomenon known as the ironies of automation. (Bainbridge 1983)Learning processes are therefore increasingly being transferred to virtual worlds. Learning situations that are rare, dangerous or difficult to access in practice can also be simulated here. When designing virtual learning applications, the main focus is usually on technical feasibility, while the didactic design of the learning content and the learning setting tend to be neglected. This also explains why many lighthouse projects are still being created, but are not successfully established in practice. A systematic approach to technology selection and design is required. (Haase et al. 2020)The Elbedome is a mixed-reality laboratory for the large-scale presentation of interactive visualizations on a 360° panorama and floor projection surface. It enables the collaborative reception, design and discussion of learning content in a hybrid setting. Compared to virtual reality glasses, the Elbedome allows a number of people to come together physically and simultaneously in an immersive learning and dialog space (Keller & Haase 2019).The submitted paper presents the unique large-scale projection system "Elbedome" and uses selected examples to underline the special features of this technology compared to common solutions such as mobile devices or VR glasses. In particular, the special potential of the Elbedome for collaborative learning processes as well as participatory design and decision-making processes of interdisciplinary stakeholders is highlighted. In addition, the article provides insights into the scalability of the technology, which is essential for the successful use of such a solution (Scavarelli et al. 2021), and makes recommendations for practical use by various target groups based on systematic criteria.References:Bainbridge, L. (1983). Ironies of automation. In Analysis, design and evaluation of man–machine systems (pp. 129-135). Pergamon.Dregger, J., Niehaus, J., Ittermann, P., Hirsch-Kreinsen, H., & Ten Hompel, M. (2018). Challenges for the future of industrial labor in manufacturing and logistics using the example of order picking systems. Procedia cirp, 67, 140-143.Haase, T., Radde, J., Keller, A., Berndt, D., & Dick, M. (2020). Integrated Learning and Assistive Systems for Manual Work in Production-Proposal for a Systematic Approach to Technology Selection and Design. In International Conference on Applied Human Factors and Ergonomics (pp. 853-859). Springer, Cham.Keller, A., & Haase, T. (2019). Lernen und kreativ planen in einem 360-Projektionsraum. In: Digitalisierung und Fachkräftesicherung: Herausforderung für die gewerblich-technischen Wissenschaften und ihre Didaktiken, 53, 63.Scavarelli, A., Arya, A., & Teather, R. J. (2021). Virtual reality and augmented reality in social learning spaces: a literature review. Virtual Reality, 25, 257-277.

Tina Haase, Thu Ha Claudia Vuong, Julia C Arlinghaus

Conference Proceedings

United Nations Sustainable Development Group (UNSDGs) and Health and Safety

A system was developed by ISHCCO (International Safety and Health Construction Coordinators Organization) enabling the benchmarking based on technical standards, on international and national criteria. For these reasons the option made was to deduce the quality criteria from the European legislation and from respective national implementations and support these with already established professional and international standards of the European Qualification Framework (EQF). The qualification framework is divided in three criteria for knowledge, skills and attitudes referring to the individual qualifications. In this detailed proposal the existing and accepted criteria from the area of Safety Health Construction Coordinators professionals were examined and compared with the contents of the European Directive 92/57 by institutions, companies, educational and training organizations in Europe and rest of the world. Considering changes brought by UNSDGs to construction sector, ISHCCO prepared a proposal adapting the current IQF (ISHCCO Qualification Framework) to include sustainability concerns about Ethics, Work and Health. Main topics of the proposal addressed mainly the UNSDGs goals 3: Good Health and Well-being, 4: Quality Education, 8: Decent Work and Economic Growth, 9: Industry, Innovation and Infrastructure, 11: Sustainable Cities and Communities, 12: Responsible Consumption and Production, 16: Peace and Justice Strong Institutions and 17: Partnerships to achieve the Goal. The adaptation of competences reflects the needs of SHCC to acquire knowledge, skills and attitudes necessary to have an effective contribution towards the development of the UNSDGs goals. The proposal also includes the recent implications provoked by the publication of the European Union - JRC "Green Comp Sustainability Competence Framework". Proposal includes suggestions on how these adapted competences can be acquired by active SHCC, by other active HS professionals and by future professionals in terms of training and of education.

Alfredo Soeiro

Conference Proceedings

Assessing Creativity in Higher Education: An Action Research Approach to Developing Effective Assessment Methods in Creative Education

The purpose of this study is to explore, through action research, the effectiveness of non-traditional assessment techniques, developed to capture student creative abilities and academic performance. Portfolio critiques, peer assessment, and design-based activities are approved as viable action research strategies to capture the creative process immolated in student work and to represent student academic performance more holistically. Additionally, this study explores the affect that non-traditional assessment techniques have on student motivation and their ability to solve problems creatively. Non-traditional assessment instruments, which can be used to evaluate students' creative and problem-solving abilities; acceptable assessment methodology for assessing the effectiveness of innovative educational content; and the effects of emotional content development on communication design were also addressed in this research. The findings may be used by educators, designers, and researchers alike to develop more relevant and efficacious standpoint assessment instruments for creative education.

Amic Ho

Conference Proceedings

Slicer Deconstruction Training for Improving Students’ Three-Dimensional Modeling Ability

Existing higher education senior-year design courses have demonstrated that students are often limited by their ability to use three-dimensional (3D) software or are overly reliant on their two-dimensional (2D) abilities, affecting their performance for 3D modeling. Slicer deconstruction is a procedure of dismantling and unfolding models. Closed lines from three-view drawings of an existing model are converted into tangent planes that are then concatenated into a new model. This study aimed to enable students to understand the principle of converting 2D surfaces to 3D surfaces through slicer deconstruction training and to improve their spatial and 3D modeling abilities by combining physical models with 3D modeling. First-year college students in a 3D design course were selected as the experimental group, and the control group com-prised first-year college students who had not received slicer deconstruction training. In the spatial visualization test, the overall performance of the experimental group was superior to that of the control group. Specifically, question 29, which involved a test of rotating in two directions three times, saw a significantly higher correct response rate in the experimental group compared to the control group. Hence, we can infer that the training has enhanced students' three-dimensional modeling and spatial abilities.

Meng-Cong Zheng, Li-Jen Wang

Conference Proceedings

Chinese College Students’ Use of Self-regulated Learning Strategies in Online General Education Courses

With the popularity of online general education in China, there appeared a common concern that students may not be motivated enough to self-regulate when learning general education courses online, which may cause unsatisfactory learning outcomes. To better understand how students self-regulated learning (SRL) in general education courses when adapting to an online learning environment, we conducted a two-stage survey (N = 163) on students in general education courses in social science discipline. Three typical SRL profiles were identified: (1) The high SRL profile who were highly self-regulated; (2) The low effort profile who were overall highly self-regulated but use less Peer Learning and put low effort into learning; and (3) The low SRL profile who were overall less self-regulated. The former two profiles had significantly higher perceived gain and satisfaction than the latter. Value and expectancy components of motivation, self-discipline, platform functions and supplementary reading facilitated overall use of SRL strategies, while test anxiety reduced students’ use of Peer Learning and Effort Regulation. These findings revealed the current status and possible causes of Chinese students' SRL in online general education courses, and provided implications for improving online general education.

Mei Yang, Yanyi Li, Qin Gao, Pei- Luen Patrick Rau

Conference Proceedings

Possible applications of large language models (LLMs) in engineering education: an overview

The research described in this paper explores the integration of Large Language Models (LLMs), particularly ChatGPT, into engineering education, focusing at the end on mechanical one. Investigating the widespread adoption of generative AI tools, the study systematically reviews their applications, usage patterns, and overall impact on knowledge acquisition in higher education. The research delves into specific applications, highlighting ChatGPT role in product design, development, and innovation. The analysis, based on a systematic review of 67 papers, categorizes findings into general and subject-specific applications, revealing notable instances in computer science and mechanical engineering. The study addresses key research questions, elucidating the diverse applications of ChatGPT, especially in supporting knowledge extension and creative idea generation. The findings underscore the transformative potential of LLMs in engineering education, emphasizing the need for careful implementation to balance AI assistance and human engagement. As ChatGPT continues to evolve, this work contributes to the ongoing discourse on effectively harnessing LLMs in educational settings, laying the groundwork for future exploration and guideline development.

Stefano Filippi, Barbara Motyl

Conference Proceedings

Beyond the Classroom: A Case Study of Higher Education Internship Support for Industrial Design Students

This paper presents a case study that investigates the organizational structure and support mechanisms provided by industrial design programs at three comprehensive universities for student internship placements. The ultimate goal of the study is to evaluate the success of each program. Internships serve as a pivotal component in preparing students for the professional landscape, offering a practical bridge between academic knowledge and real-world application. Existing research suggests that students engaged in internships are more likely to secure employment in their chosen field (Binder, Bagueley, Crook, and Miller, 2014). However, the strategies and institutional support contributing to high participation rates in quality internships remain inadequately understood.Internships are valuable for students’ resumes because they offer an immersive experience of work culture, design methods, and a range of professional environments. While academic coursework primarily focuses on core skill sets and theoretical knowledge, internships play a pivotal role in cultivating soft skills, fostering an understanding of professional expectations, and providing insights into the practical realities of the field. Internships bridge the gap between academic learning and professional expectations, equipping students with a holistic skill set for their future careers.The study focuses on three 4-year comprehensive universities in our country, aiming to assess the range of strategies employed by each institution in supporting their students in securing internships. The variables under scrutiny include the impact of institutional support structures, the maturity of the industrial design program, availability of mentorship programs, access to alumni in the field, prioritization of internships in the program, and level of faculty engagement. A mixed-methods approach was used in this research to evaluate the success of internship structures at the three institutions. Quantitative data was collected through a survey administered at three separate 4-year industrial design programs in our country, including current 2nd year, 3rd year, 4th year, and graduated students from the prior year (n=117). Qualitative data was gathered through semi-structured interviews of 9 students, representing 3 from each institution. These interviews focused on how institutions did or did not participate in students' search for an industrial design internship. This investigation serves as a model for subsequent research involving a broader range of institutions and internship experiences.

Betsy Barnhart, Carly Hagins, Katherine Tierney

Conference Proceedings

Optimization of English Learning App Interfaces through Contextual Learning

English, as one of the predominant global languages, holds a significant position in cross-cultural communication. English learning apps serve as convenient platforms for autonomous learning, allowing users to engage in language acquisition anytime, anywhere. Currently, the primary user demographic of English learning apps consists of young individuals, who often encounter psychological stress due to content overload and high cognitive load resulting from complex interfaces during their learning journey.Creating a comfortable learning environment can help alleviate anxiety and stress for learners. Therefore, this research aims to optimize and design the user interface of English learning apps with a focus on contextual learning. The objective is to reduce the difficulty of interface usage and minimize cognitive load during the learning process, ultimately enhancing the effectiveness of English learning apps.This study employs the Quality Function Deployment (QFD) research method to explore design elements related to the user interface of English learning apps. The optimization of the English learning app interface will involve iterative design, incorporating user trials and feedback evaluations to refine the interface. During the user needs exploration phase, a combination of literature review and semi-structured interviews with users will be utilized to understand their requirements. Data integration will be facilitated through affinity diagrams, and expert panel meetings will aid in transforming design elements and establishing a relationship matrix to derive the final design elements.In the experimental evaluation phase, the target audience will experience the optimized English learning app interface. Subsequent user interviews will be conducted to gather feedback on interface usage, forming the basis for the conclusive results of this study. This approach ensures the research's reference value and accuracy. The study anticipates that interface design centered around contextual learning will serve as a core reference for future research in the field.

Shuo-fang Liu, Ping Hsun Hsieh, An Yu Su, Yi Chieh Wu

Conference Proceedings

The Pivotal Role of Web Technology in Advancing Interaction Design Learning

The pervasive influence of network technology on daily life and work practices is a crucial aspect of contemporary society. This paper examines the pivotal role of web technology in the realm of interaction design learning. As a crucial component of the interaction design discipline, it is imperative to comprehensively explore network technology integration. Interaction design, a crucial aspect of contemporary art design, has experienced unparalleled opportunities thanks to advancements in network technology, which offer innovative spaces for designers.This research paper explores the significant impact and utilization of network technology in learning interaction design by elucidating its significance. The article presents essential concepts and principles of interaction design and conducts a comprehensive analysis of the implementation and functions of network technology in this field. The indispensable role of web technology in art and design education is highlighted, particularly in its integration into interaction design courses.To enhance user experience, students enrolled in interaction design courses need to have a comprehensive understanding of network protocols, front-end development techniques, and performance optimization. The use of web technologies not only enhances designers' skills but also ensures smooth functionality across various devices. Moreover, the continuous advancement of web technologies is closely linked to the future of interaction design.Therefore, understanding the integration of new technologies is an essential element of interaction design education, driving progress in innovation and evolution.This rigorous paper examines the importance of network technology in interaction design education, highlighting its fundamental role in improving the skills of modern designers and stimulating students' creativity.

Qian Cao, Xiandong Cheng

Conference Proceedings

Competency-based learning in the teaching of Geometrical Product Specifications (GPS)

The application of the standards system of the Geometrical Product Specifications (GPS) within technical product documentation is associated with challenges. The reasons for this can be seen in the dynamics of standardization, its complexity and the small number of current teaching approaches.In this paper, the learning outcomes and competencies in the field of ISO-GPS are analyzed based on a study on the current state of teaching at universities with mechanical engineering degree programs throughout Germany. A total of 115 universities and 743 potentially relevant courses were identified, with responses from 85 universities being evaluated. What details on learning outcomes are formulated in the module handbooks? Which subject areas of the GPS are they linked to? Which competencies are considered necessary by lecturers or students? In addition to a list of learning outcomes, a competency wheel is presented that includes the learning objective taxonomy, associated verbs and potential methods of teaching. A comparison of the actual and the target status is described. Overall, the study is intended to provide the basis for the assessment and (further) development of teaching approaches for GPS. Selected examples of competencies from the competency wheel are used to illustrate concepts for teaching.

Alina Sersch, Christian Sauder, Tobias Steger, Peter Gust

Conference Proceedings

Situation Awareness in Crisis Management – A Case Study from the Arctic Region

As the traffic of nuclear-propelled vessels and vessels carrying nuclear cargo is increasing in the Norwegian Sea and the adjacent Arctic Sea, the potential for accidents near the coastal regions poses a significant risk of air and sea emissions. Eventually, it will have far-reaching consequences in Norway and its neighbouring countries if such an event occurs. Hence, effective coordination and communication among diverse organizations and stakeholders are required to prevent the escalation of emergency situations. Maintaining robust situation awareness (SA) to manage such crises is crucial. This presentation investigates a case study on maritime nuclear safety preparedness, where such a detailed scenario has developed. Participants from various stakeholders collaborate to analyse and handle this crisis. Utilizing questionnaires, we evaluate three levels of Situation Awareness and investigate how the background and expertise of such individuals influence situation awareness. Furthermore, we have provided some suggestions for maintaining good situation awareness in a given crisis management scenario.

James Badu, Rune Elvegard, Salman Nazir, Natalia Andreassen

Conference Proceedings

Human Factors in improving engineering education with CDIO framework

The CDIO initiative is the largest worldwide engineering education organization with over 200 universities and institutes. The main idea of CDIO is to improve engineering education by providing tools and community to develop degree programs. The CDIO framework provides an idea of what engineering students should learn and how. It offers a methodology for engineering education reform with the CDIO Syllabus and the CDIO Standards. CDIO standards describe a set of principles (best practices) on how to implement modern engineering education. There are altogether 12 core standards and 4 optional standards. Two of these standards focus on human factors and the importance of personnel in making the change and development. Standard 9 is about actions that enhance faculty competence in personal and interpersonal skills, product, process, system, and service building skills, as well as disciplinary fundamentals. Standard 10 is about actions that enhance faculty competence in providing integrated learning experiences, in using active and experiential learning methods, and in assessing student learning. The competencies on which these two standards focus, are essential to promote goals of the other CDIO standards. However, there are very few documented cases on working with these standards suggesting that it is easier to focus the development activities to other parts of the CDIO guidelines than faculty competences. There is also lack of evidence on successful implementation on these standards not to mention the impact of the implementations on overall program success. It is important that the understanding of human factors and faculty development activities are further studied, explored and their impact is documented.

Juha Kontio

Conference Proceedings

Metacompetence as an educational goal of future-oriented higher education

Societies have faced steadily growing challenges in recent decades. Global climate change, demographic shifts and geopolitical conflicts are constantly creating new framework conditions for companies and organisations that need to be mastered (Faix et al, 2021). In order to be able to operate successfully in the long term, companies and organisations need specialists with meta-skills to recognise, initiate and success-fully implement the necessary transformation processes in social systems (Bergmann, 2016). Furthermore, the social impact means that students are increasingly demand-ing their right to social participation and far-reaching co-determination (Bäuerle et al., 2021). The research question is therefore: "What content and with what methods should students learn in order to be able to solve future problems and challenges in social systems?". An educational project at the University of Siegen serves as a case study to identify didactic methods and learning content that support such skills devel-opment among students in the social sciences. This would enable universities to meet the growing demand for specialists on the one hand and the desire for individual free-dom and social participation among students on the other.Methodologically, this work is based on three theories: the capability approach, social systems theory and learning theory. Amartya Sen and Martha Nussbaum postulate within the framework of the capability approach that a lack of individual freedom or choice reduces the resulting opportunities for realisation and prevents learning and thus also competence development (Nussbaum, 2012). When working with social systems, the psychological perspective of systems theory in the form of systemic therapy in counselling people and organisations represents a central link between or-ganisations with their actors and an external influence (Simon, 2014). Thirdly, learning research has constantly produced new explanatory models for the process of learning with regard to the development of skills and competences. Competence develops from learning as maturation with the aim of developing an individual problem-solving ability beyond the knowledge learnt (Bergmann, 2006).There is currently a lack of knowledge about how the development of competences to accompany change processes of social systems can be implemented in university education formats and thus forms a research gap (Löw-Beer, 2023).REFERENCESBergmann, G., Daub, J. (2006). Systemisches Innovations- und Kompetenzmanagement, Grundlagen-Prozesse-Perspektiven, Wiesbaden: Gabler Verlag. Bäuerle, L., Hantke, H., Schröder, L., Urban J. (2021). Wirtschaft neu Lernen – eine Einleitung in: Urban J., Schröder, L., Hantke, H, Bäuerle L. (Eds): Wirtschaft neu Lernen – Erfahrungen aus der pluralen, sozioökonomischen Hochschulbildung, Wiesbaden: Springer Verlag.Faix, W., Kisgen, S., Schwinn, A., Windisch, L. (2021). Führung, Persönlichkeit und Bildung. Mit Führungskraft die Zukunft erfolgreich und nachhaltig gestalten. Wiesbaden: Springer Gabler. Löw-Beer, David (2023). Ökonomische Bildung für nachhaltige Entwicklung – Erkennt-nisse und Forschungsperspektiven. In: Birke, F., Kaiser, T., Oberrauch, L. Remmele, B. (Eds.). Ökonomische Bildung als Allgemeinbildung. Wiesbaden: Springer VS.Simon, F., B. (2014). Einführung in die (System-)Theorie der Beratung. Heidelberg: Carl- Auer Verlag.

Robert Kebbekus

Conference Proceedings

Human-Centered Design in Optimizing Fitness Benches

The fitness bench is a crucial piece of equipment commonly found in fitness centers, serving as a cornerstone for free weight training. Novices and women often encounter heightened safety concerns when engaging in free weight training. However, despite these potential risks, free weight training offers enthusiasts superior fitness gains and a wide array of training options. This research primarily delves into the design and functionality of traditional fitness benches, specifically focusing on foundational training routines such as the bench press, incline bench press, and shoulder press.Furthermore, this study also examines the potential influence of ergonomics in shaping the future of fitness bench design. Ergonomics, with its emphasis on user comfort and safety, has the potential to revolutionize fitness bench construction to mitigate injury risks. It also investigates the market demand for such innovative designs, as fitness enthusiasts seek more effective and safer training solutions. This study highlights the crucial role that fitness benches play in the world of strength training and underscores the importance of optimizing their design to ensure both enhanced performance and user safety.

Shuoning Shi, Simrun Sethi, Suresh Sethi

Conference Proceedings

Formation of the necessary conditions to ensure the quality of training specialists in the field of humanitarian science

Purpose – The article is devoted to the problem of training specialists in the field of humanitarian science, especially aggravated in the context of educational reforms and digital transition. The excessive digitalization of social spheres, in particular, education, without a clear understanding of the possible consequences will lead to the fact that the specialists' training quality will be lower than the demands dictated by the economy. Design/methodology – The article has been built a model of the educational process, which includes three stages: school, university, and the stage of professional activity. The model's main assumption is the representation of the educational process as a process with saturation. A function is selected to demonstrate the behavior of the course of the educational process, and the breakpoints that arise at the moments of the student's transition from one stage to another are comprehended. The problem of teaching of mathematical disciplines to students of the humanities is revealed.Findings – The paper provides possible methods for eliminating gaps are presented and the dependence of the state of the economy on the chosen method of smoothing the model curve is shown. To solve this problem have developed a special technology called "Collective Intelligence".Originality – The constructed model of the educational process can be useful in the formation of training courses. The proposed educational technology will allow students to form and consolidate the required minimum of knowledge in the field of application of mathematics.In this context, the intensified introduction of various digital platforms into the educational process only harms the latter. New technologies can complement the traditional educational process but not replace it in any way. Thus, total distance learning is the exclusion of experienced knowledge. Now we have an unsatisfactory state of education in almost all areas, especially in the field of social and behavioral sciences. It is all the more interesting to study the experience of two independent schools with full-time education during the COVID-19 pandemic (Gillespie et al., 2021).According to V. I. Arnold, the outstanding mathematician of our time, “Mathematics is now, like two millennia ago, the first candidate for destruction. The computer revolution makes it possible to replace educated slaves with ignorant ones. The governments of all countries began to exclude mathematics from secondary school programs” (Arnold, 1999).In pursuit of digital fashion in education, a catastrophic imbalance can be obtained; digitally trained people will not be able to effectively participate in the transformed digital economy without social and behavioral skills (communication, interpersonal and intercultural interaction) and cognitive skills (self-development, organization, adaptability) in addition to digital skills when implementing such competencies as communication and cooperation in the digital environment, self-development in conditions of uncertainty, creative thinking, information and data management, critical thinking in a digital environment (Perry and DeDeo, 2021).A research task arises – to identify bottlenecks in the system of formation and training of specialists and determine possible ways of joining. As for the training of specialists in social and behavioral spheres, special attention should be paid to the problem of teaching exact disciplines, particularly mathematics, since its active neglect in training specialists in these areas leads to a loss of systems thinking and a lack of analytical skills, which are so necessary for the development and making management decisions.Due to the recent trends in education, there is a sharp problem with teaching mathematical disciplines in the field of social and behavioral sciences. On the one hand, it is recognized that mathematics is not only counting but changes the way of thinking; on the other hand, one can see an intensification of the tendency that V. I. Arnold identified in his study (Arnold, 1999).In the presented paper, the following questions are answered using the example of teaching mathematical disciplines:•Whether active methods of teaching mathematical disciplines are possible for students in the humanities;•How the teaching of such disciplines should be structured so that students can subsequently demonstrate the presence of residual knowledge.These questions give rise to a wide variety of views and approaches among teachers of mathematical disciplines.The paper presents a model that identifies bottlenecks in the educational process of training specialists and presents recommendations on how to bridge these bottlenecks. In addition, the technology of teaching mathematical disciplines to students in humanitarian training areas is presented.

Aleksandra Minchenkova, Vera Vodyanova, Nikolay Zaichkin, Lidia Minchenkova, Olga Minchenkova

Conference Proceedings

Design of Intelligent Accompanying Playsets for ADHD Children under the Concept of STEAM Education

Under the education model that promotes independent learning and growth, children's intelligent educational toys have attracted much attention. Purpose of the study ADHD is a common psychological disease that hinders the learning and growth of school-age children, and the current smart companion toys make it challenging to meet the needs of children and parents practically. First, the design principles are summarized based on the design and development process of smart toy market research. Then, we analyze the demand level and psychological level of the dual-user groups of the child-raiser user and the school-age child user sides and determine the classification of the demand attributes of the intelligent accompanying toys for children with ADHD. Finally, the content framework is designed, and the principle and debugging are carried out based on STEAM education. A new intelligent companion product that meets the physiological and psychological development characteristics of ADHD children and focuses on the needs of dual users is designed. The product design model is constructed and the design strategy is refined from theme setting, emotional interaction, and appearance shaping, which provides a reference for the design of intelligent companion toys for children with ADHD.

Cheng Zhai, Jie Zhang, Tingting Cao

Conference Proceedings

The impact of learning styles on the academic performance of middle school students

Low student academic performance is a problem that has been addressed in recent decades. It is expected that these learning problems will be addressed through teaching practices, improving their methodological processes in response to diversity in the classroom. Learning styles are an orientation that allows us to understand this diversity and improve methodological proposals. The objective of this research is to describe the effect generated by various learning styles on the academic performance of middle-level basic general education students in the 2022-2023 school year. For this, a mixed approach research is proposed, with a descriptive scope and field research through the use of the VARK test for learning styles, a grade record to determine academic performance and an observation sheet for teachers. A student population of 88 students and observation of 3 teachers from the institution were considered. The results of the research show that teachers do not tend to generate novel methodological practices, while in learning styles, a prevalence was found in the kinesthetic and visual style, the latter having a correlation with academic performance.

Lorena Verdugo, Lilian Guamán, Rosa Díaz

Conference Proceedings

Multimodal Extended Reality for Laparoscopic Surgery Training

In this study, we explore a multimodal extended reality system for laparoscopic surgery training. The system contains multimodal feedback and holographic overlays. The haptic organs are integrated into the simulator to fill the gap of the mixed reality interfaces for realistic training needs. The holographic overlay synchronizes with the simulated or actual tissue. The 3D objects from the CT data are overlaid to the live simulated tissues in the cavity. The 3D object registration can be controlled by hand gestures. The machine vision algorithms are designed to enable the dynamic overlay process on the live laparoscopic surgery video. For example, we overlay the symbolic Calot’s Triangle based on the Visual or Near-Infrared video data. Machine vision also includes virtual reality to capture, model, and render 3D objects from 2D or 3D image and video sources, including the live 3D scope camera, CT, MRI, NIR images, and tissue scanning. The photorealistic virtualized reality emphasizes that the image data looks natural rather than the synthetic imagery used in virtual reality. The 3D reconstruction results show that the 2D laparoscopic camera can achieve reasonable accuracy in measured distances. Our experiments indicate that multimodal extended reality can increase the fidelity of the laparoscopic surgery simulation and potentially improve training efficiency.

Yang Cai

Conference Proceedings

Applying Paper Prototyping to Design an AR Teaching Tool for Novice Woodworkers Practicing Components Arrangement in Material Cutting

This is a study focusing on Taiwanese university students in the field of vocational education. The research observed a woodworking product elective course in the Department of Industrial Design at National Cheng Kung University, where most students lack relevant experience and feel confused when learning about mechanical operations, physical applications, spatial concepts, and other aspects. The "components arrangement" stage is a crucial step from paper design to actual material processing, where students arrange the spare parts of their designs on the wood to be used, in a manner suitable for machine sawing, to achieve smooth, efficient processing, material saving, and aesthetic results. This stage is also where novices spend much time and feel hesitant during practice. Therefore, this study utilized paper prototyping to conduct operational pre-testing for an augmented reality (AR) woodworking cutting and arranging tool, allowing novice woodworkers to simulate AR-assisted tool operations intuitively and gather firsthand feedback to assist novices in arranging components. Experimental records indicate that during the experiment, researchers could quickly observe defects in AR system design and make rapid adjustments. After model updates, participants could focus on task operations. Through participant interviews, it was evident that users provided positive feedback on the AR teaching tool's willingness to increase practice frequency, reduce task completion time, improve satisfaction with wood grain arrangement, and enhance operational confidence. These results align with the real-time and non-destructive nature of AR tools, enabling students to try operations without worries, eliminate spatial cognition uncertainty, and increase practice frequency to reinforce component arrangement assumptions. This study confirms that early implementation of paper prototyping in AR tool design facilitates rapid operational simulation verification and process optimization, enhancing novice woodworkers' willingness to learn and motivation to operate in material cutting and arranging. This lays the foundation for the subsequent development of AR woodworking cutting and arranging teaching tools. The study also proposes some improvements for using paper prototyping in AR simulations to make simulated operations smoother and more immersive.

Chia-lin Yang, Chien-Hsu Chen

Conference Proceedings

Aircraft Maintenance Training and Assessment: the Potential Applications of Mixed Reality

Navigating the complexities of aircraft maintenance and the development of skilled technicians present significant challenges. Traditional training for such tasks requires the use of large, infrequently employed and expensive equipment and aviation materials that are not easily accessible. At the same time, the use of paper documents, physically separated from technicians, leads to inefficient cognitive processing due to the need for constant focus shifting. Mixed Reality (MR) technology integrates real and virtual objects into a unified spatial scene through an environment generated by machine vision and computer graphics. This technology has the potential to provide more economical and safer training and assessment conditions without time and space constraints. This study delves into the potential application opportunities of MR in aircraft maintenance training and assessment utilizing a combination of literature research and expert interviews. It summarizes the advantages and challenges associated with the application of MR technology and offers insights for the development of future MR-based aircraft maintenance training and assessment systems.

Chunhao Yao, Lin Ma, Fei Wu, Yuanyuan Liu

Conference Proceedings

The Impact of AI image generator on Traditional Visual Learning: New Possibilities in English Language Learning

English learning has always been a crucial topic in the global education sector. The advancement of technology has not only transformed the methods of learning but has also introduced new possibilities for English language acquisition. Traditionally, using images to enhance learners' memory of vocabulary has been an effective method. However, for some abstract words, conveying semantics remains a challenge. With the emergence of AI technology, particularly the application of AI drawing tools, we now have an innovative way to present words. It is anticipated that this approach will have a positive impact on English learning. This study is expected to adopt the concept mapping method combined with the affinity diagram approach. It will be systematically organized and analysed to select five abstract vocabulary terms related to English proficiency tests. Subsequently, AI drawing tools will be employed to generate corresponding images. Following this, a semi-structured interview approach will be utilized to gain an in-depth understanding of users' perspectives on the application of AI drawing tools in English learning and their actual impact on English learning outcomes. The goal of this research is not only to examine the possibility of AI drawing technology replacing traditional images to aid in the memorization of abstract words but also to focus on users' subjective feelings and opinions. We anticipate that the results of this study will provide more innovative and practical approaches to the field of English learning while enriching and expanding existing learning concepts.

Shuo-fang Liu, Chen Zhi Cheng, Yi Chieh Wu, An Yu Su

Conference Proceedings

French as a second language (L2) and AI: Deep Learning Models to the Rescue of Object Clitics

Just like many other Romance languages, French includes units known as object clitics, which exhibit characteristics of both affixes and noun phrases (NPs). They resemble affixes in that they need a prosodically strong host to attach to, and they are similar to NPs in that they fulfill a syntactic role in the utterance. These properties, coupled with their unique positioning compared to the phrases they replace, categorize them as special clitics (Zwicky, 1983). All these factors place them at the intersection of phonology, morphology, and syntax. Consequently, it’s not surprising that they pose a challenge for learners whose first language isn’t French.Learners of French as a second language (L2) often find it difficult to master the use of these units, leading to mistakes and various avoidance strategies. Errors can include incorrect agreements (with the antecedent, as well as with the past participle and adjectives), non-standard placement (such as placing the clitic between the auxiliary and the past participle), resorting to strong pronouns (likely influenced by languages that allow it, such as English), and an incomplete understanding of certain morphosyntactic or semantic properties (such as the distinction between animate and inanimate or verb subcategorization). On the other hand, avoidance strategies include NP repetition and omission (Wust, 2009; Emirkanian et al., 2021).Could deep learning be the solution to assist these learners? We believe so.To train a model capable of identifying sentences containing errors in the use of clitic object pronouns, a substantial amount of training data is required. This data should include a significant number of correctly written sentences in French L2, along with sentences containing errors in the use of clitic object pronouns. Once collected, this data needs to be prepared for use in a deep learning model. The data must be cleaned, normalized, and encoded into a format that the model can interpret. The data can also be augmented with variations of similar sentences, allowing the deep learning model to learn to generalize and recognize errors in a wider context.Our project involves adapting a pre-trained FlauBERT model (Le et al., 2020), based on BERT (Devlin et al., 2019), for a grammaticality judgment task. We fine-tuned this monolingual model on a dataset of 5272 sequences annotated as correct or containing errors. This dataset includes authentic productions from learners of French L2 (Jebali, 2018), along with data collected from the web containing both real productions and modifications introducing non-authentic but plausible errors.After fine-tuning FlauBERT, we used it to provide grammaticality judgments on a second evaluation corpus containing data the model had never seen before. On this dataset, it achieved an overall F-score of 0.93, which is higher than the scores obtained by GPT 3.5 (ChatGPT) and Antidote 11.After fine-tuning this initial model, we further fine-tuned it on a corpus of 6936 examples of errors related to the use of these clitics. The task was to discriminate between four types of errors regarding these units: agreement, position, resort to strong pronouns, and syntactic or semantic order errors. This second model achieved an evaluation F-score of 0.95, demonstrating excellent classification capabilities.Both deep learning models can be seamlessly integrated into an automatic correction system to help French L2 learners avoid errors related to the use of clitic object pronouns.The system pipeline we’ve established using these two models takes a sequence of words (ranging from a sentence to an average-length paragraph), checks for errors in the use of the object clitic, and provides feedback based on the error type. We later added an additional generative module, a model fine-tuned on another corpus and based on mBARThez (Kamal Eddine et al., 2021), which is built on BART (Lewis et al., 2019). This module can suggest a correction for the sequence containing an error in the use of the object clitic.

Adel Jebali

Conference Proceedings

Comparing the pedagogical setup of contemporary chair-based sitting with traditional Indian (cross-legged) way of ground-based sitting: A Narrative review

Background: Chairs are a relatively newer concept as compared to the traditional Indian way of ground-based sitting. The traditional Indian gurukuls (residential schools), follows Vedic way of minimal living, and the learners primarily adopt ground-based sitting resembling specific asanas (body postures), which offer a wide range of physical and psychological benefits. Problem: Although there is ample study on the consequences of extended (chair-based) sitting and sedentary lifestyle, only a few studies have focused on the ground-based sitting practise adopted in eastern cultures. Furthermore, these limited studies exist in domain-specific silos, with insufficient comparative compilation. Methods: The paper aims to compare the impact of chair-based sitting with ground-based, on learner’s physical, mental, and additional dimensions through literature-based study. Results: The prolonged chair-based sitting impacts - Physical dimensions (like- musculoskeletal pain in body parts, swelling of ankles & legs, etc.), Mental dimensions (like- chronic stress, anxiety & depression, etc.), and additional dimensions (like- poor academic performance, social conduct issues, etc.). Meanwhile, the Indian way of ground (cross-legged) sitting appears to have positive effects on these dimensions. Under the physical dimension, cross-legged sitting betters- blood circulation, back stability, and body's flexibility. This sitting improves the mental dimension through enhanced concentration, inducing a calming effect, etc. Moreover, it aids in additional dimensions, such as balancing the bodily energy systems and imparting longevity benefits. Conclusion: This review highlights the numerous advantages of ground-based (cross-legged) sitting over chair-based, and highlights an excellent opportunity to investigate the ancient knowledge of asana using scientific approaches in educational context.

Abhishek Srivastava, Sonal Atreya

Conference Proceedings