A practical development of engineering simulation-assisted educational AR environments

Engineering simulations have opened several gates for today’s chemical engineers. They are powerful tools to provide technical content as physics-based numerical solvers. Augmented reality (AR) and virtual reality (VR), on the other hand, are already underway to digitize environments in many fields. The combination of AR/VR environments and simulations in engineering education has been attracting widespread interest. Literature has demonstrated a massive amount of digital educational environments in several contexts as being complementary to conventional educational methods. Nevertheless, hosting technical content produced by engineering simulations with educational AR/VR is still challenging and requires expertise from multiple disciplines throughout the technical development. Present work provides a facile and agile methodology for low-cost hardware but content-wise rich AR software development. Inspired by the Covid-19 pandemic, a case study is developed to teach chemical-engineering concepts using a liquid-soap synthesis process. Accordingly, we assess and conclude the digital development process to guide inexperienced developers for the digitalization of teaching content. The present contribution serves as an example of the power of integrating AR/VR with traditional engineering simulations for educational purposes. The digital tool developed in this work is shared in the online version.     

Collective reflection strategy for moderating conformity tendency and promoting reflective judgment performance

Reflective judgement is crucial for medical-related practitioners in dealing with controversial issues. However, the conformity phenomenon is likely to occur and interfere with reflective judgement learning during interactive activities. Effective strategies are required to moderate the conformity behaviour tendency (CBT) and improve reflective judgement performance (RJP). This study demonstrates two significant results: (a) Compared with the guided self-reflection learning strategy, the online collective reflection (OCR) learning strategy effectively weakened the learners' general CBT while dealing with professional controversial issues; and (b) a significantly negative correlation between the RJP achieved and the change of CBT in online environment was detected in the OCR group. The implications and potential applications in higher education were discussed. Further studies are needed to confirm the long-term effects and the extending application to other professional studies.     

Complexities of digital technology use and the teaching and learning of function

Many argue that digital technologies have the potential to enhance the teaching and learning of mathematics. However, the availability of technology is not sufficient to realise this potential. The study reported takes a detailed approach to investigate the utility of the particular offerings of the available technologies in the teaching and learning of a specific area of mathematics, functions. Sixteen affordances identified in the data are described. The complexity of the process involved in resolving a situation where particular affordances would be useful so as they are perceived and enacted is detailed. Finally, a grounded theory framework arising from the data analysis from this study that can be used to explain, predict and guide action in other digital environments is presented.     

中职学籍档案管理的问题分析及对策

通过对档案管理中存在的问题进行分析，提出了提高学籍档案管理效率的对策，以期能为中职学籍档案的管理工作提供有益的参考和借鉴。     

Reality-based interaction affecting mental workload in virtual reality mental arithmetic training

ABSTRACT

The concept of digital game-based learning (DGBL) evolves rapidly together with technological enhancements of virtual reality (VR) and smart phones. However, the mental workload (MWL) that VR-training applications demand and motivational qualities originating from user experience (UX) should be identified in order to create effective and enjoyable training/learning challenges that fit with individual users’ capabilities. This study examined the effects of reality-based interaction (RBI) and VR on measures of student motivation and MWL, in a mental arithmetic game for secondary school pupils. In a randomised controlled trial with sixty school children, a mental arithmetic game was tested with three different interaction and two different presentation methods – VR RBI, VR head-mounted-display tapping and tablet flick-gesture. Results found a significant effect of RBI on MWL but no differences in enjoyment of training were found between VR-experience and tablet training-experience. In fact, adding the gaming-context to the mental arithmetic task created an enjoyable, motivating experience regardless of presentation or interaction-style.     

澳大利亚“基于能力本位的评估”模式及对我国高职教育 质量评估的启 示

澳大利亚职业教育在全球享有较高的声誉,这与其坚持严格的"基于能力本位的评估"(competency based assessment, CBA)密不可分。介绍了澳大利亚CBA的内涵特征,并详细描述"准备评估、开发评估工具、开展评估、对评估结果进行评估"的CBA运作过程,关注评估工具的开发和后续常规系统性检查及完善,以期对我国的高等职业教育质量评估起到启示和借鉴作用。     

Determining the factors influencing students’ intention to use m-learning in Jordan higher education

M-learning is characterized as a powerful element of learning and education for facilitating the learning experiences. With enhanced and rapid advancements in technologies of ICTs (Information and Communication Technologies) and mobile, numerous innovative services and applications are being developed. Therefore, it becomes significant to investigate the factors influencing the intentions of m-learning to be used among the students of higher education institution. This study examines the “Technology Acceptance Model” (TAM), “Theory of Reasoned Action” (TRA) and “Unified Theory of Acceptance and Use of Technology” (UTAUT). The study is based on a survey being conducted across diverse groups of students, belonging to different communities and universities. The survey questionnaire was utilized for collecting the relevant data from 250 respondents. The results analyzed yields the impact that the proposed model of m-learning is comprehensive to study in the institutions of higher education.     

Structures and properties of chicken myofibrillar protein gel induced by microwave heating

Structures and properties of myofibrillar protein gel prepared at different power (300–800 W) were evaluated. Amino acid analysis demonstrated that changes in microwave power did not alter primary structure of gel. However, an increase in microwave power could change higher structures of gel. As microwave power increased, α-helix content decreased and β-sheet content increased. Increased microwave power probably facilitated protein to unfold and expose the internal groups, causing surface hydrophobicity and the formation of disulphide bonds were enhanced, which indicated changes in tertiary and quaternary structures of protein. At 500 W, gel had the best ultrastructure where surface morphology, springiness and water holding capacity reached the optimum. Our findings suggested that microwave at an appropriate power (500 W) could change higher structures of myofibrillar protein gel to achieve desired processing and quality protein gel characteristics.     

Creating formative feedback spaces in large lectures

Large lectures are the predominant way of teaching first-year students at universities in Norway. However, this forum for education is seldom discussed as a context for a formative feedback practice. The purpose of this sequential mixed methods study was to address whether and how a student-response system can open for a formative feedback practice in lectures and thereby support students' ability to monitor their own learning, as well as supply insight into how students engage with the feedback in their course work. The context for the study was large lectures (150–200 students) in a qualitative method course for first-year psychology students. Findings from the survey (n = 149) showed a positive correlation between the extent to which students report that they use clickers to monitor their own learning, and the extent to which they report that they used the feedback in their own course work. However, findings indicate that students valued the process of monitoring their own learning during the lectures to a greater extent than they actually used the feedback in their course work. Findings from interviews (n = 6) illustrated various ways students applied feedback in their course work.     

HIGHER PLANT BIOMARKERS IN PALEOGENE CRUDE OILS FROM THE YUFUTSU OIL-AND GASFIELD AND OFFSHORE WILDCATS, JAPAN

Geochemical investigation of Paleogene oils from the onshore Yufutsu oil- and gasfield, southern Hokkaido, and from two nearby offshore wells, revealed the presence of numerous biomarkers of higher plant origin. Biomarkers in the oils belong to different groups of both angiosperm and gymnosperm origin; they include bicyclic sesquiterpanes, diterpanes, and triterpanes and their aromatized counterparts, which suggests a terrestrial origin for the oils. The oils were characterized as having a high wax content, a low content of organosulphur compounds, a high pristane/phytane ratio, and a low C₂₇/(C₂₇+C₂₉) sterane ratio.
Although the oils from on- and offshore Southern Hokkaido are similar in their geochemical composition, notable differences were observed in the biomarker signature of both saturate and aromatic fractions. The oils from the offshore wells appeared to have a greater abundance of higher plant biomarkers compared to those from the Yufutsu field, suggesting an enrichment in higher plant components. Differences in biomarker fingerprint could not be linked to the maturity effect, since the oils appeared to be of similar maturity levels, corresponding to the late stage of the oil window (0.9–1.2%, Rc). The differences in the biomarker signatures between the oils from the Yufutsu field and the offshore wells are likely to be due to facies variations in source organic matter, resulting from differences in the quantity and quality of land plant input.