11001nam 22005173 450 991087465760332120240720060242.09789819742462(CKB)32970598700041(MiAaPQ)EBC31529372(Au-PeEL)EBL31529372(EXLCZ)993297059870004120240720d2024 uy 0engur|||||||||||txtrdacontentcrdamediacrrdacarrierEmerging Technologies for Education 8th International Symposium, SETE 2023, Sydney, Australia, November 26-28, 2023, Revised Selected Papers, Part II1st ed.Singapore :Springer,2024.©2024.1 online resource (289 pages)Lecture Notes in Computer Science Series ;v.146079789819742455 Intro -- Preface -- Organization -- Contents - Part II -- Contents - Part I -- Workshop ETLL -- A Model of Risk Factors in Remote Interpreting -- 1 Introduction -- 2 Literature -- 3 Risk Factors in Remote Interpreting -- 3.1 Environment, Software and Hardware, and Competence Risks -- 3.2 Content, Equipment and Professional Risks -- 3.3 Communication Risks -- 3.4 Collaboration Risks -- 3.5 Technical Risks -- 3.6 Remuneration Risks -- 3.7 IPR Risks -- 4 Conclusion -- References -- English-Chinese Translation of Adpositional Structures Under the Guidance of Clause Complex Theory -- 1 Introduction -- 2 Chinese and English Clause Complex -- 3 PTA Model -- 3.1 Parsing -- 3.2 Translating -- 3.3 Assembling -- 4 Translating Adpositional Structures -- 4.1 Translating Prepositional Structures -- 4.2 Translating Postpositional Structures -- 4.3 Translating Circumpositional Structures -- 5 Conclusion -- References -- Exploring Learner Engagement with the AWE-Peer-Teacher Feedback Mode in L2 Writing -- 1 Introduction -- 2 Literature Review -- 2.1 Conceptualizing Learner Engagement with Feedback -- 2.2 Teacher, Automated, and Peer Feedback in L2 Writing -- 2.3 Learner Engagement with Feedback in L2 Writing -- 3 Methods -- 3.1 Participants -- 3.2 Instruments -- 3.3 Data Collection and Analysis -- 4 Findings and Discussion -- 4.1 The Impact of the AWE-Peer-Teacher Feedback Mode on Learner Engagement -- 4.2 The Impact of the AWE-Peer-Teacher Feedback Mode on L2 Writing Performance -- 5 Conclusion -- References -- Exploring Interaction Patterns in Web-Based Collaborative Writing Tasks Among Advanced L2 Learners: A Case Study Using Feishu Platform -- 1 Introduction -- 2 Literature Review -- 2.1 Collaborative Writing and Interaction Patterns -- 2.2 Collaborative Writing in the TMC (Technology-Mediated Communication) Context -- 3 Methodology -- 3.1 Research Context.3.2 Participants -- 3.3 The Collaborative Tool: Feishu -- 3.4 Data Collection -- 3.5 Data Analysis -- 4 Results -- 4.1 Interaction Patterns -- 4.2 Factors Explaining the Patterns -- 5 Discussion -- 6 Conclusion -- References -- Blended Teaching Approach to Online "Comprehensive English" Course: An Experimental Study -- 1 Introduction -- 2 Literature Review -- 3 Experimental Investigation on Blended Teaching -- 3.1 Course Introduction -- 3.2 Research Objects -- 3.3 Research Questions -- 3.4 Research Duration -- 3.5 The Implementation of Blended Teaching -- 3.6 Data Collection and Analysis -- 4 Experimental Results -- 4.1 It Enhances Students' Autonomous Learning -- 4.2 It Has Improved Students' Academic Performance -- 5 Reconsider the Topic for Discussion -- 5.1 It Promotes Students' Active Learning -- 5.2 It Improves Students' Capacity for Analyzing, Solving, and Articulating Problems -- 5.3 It Transforms the Traditional Classroom into a Space for Solving the Learning Problem and a Stage for Showing the Learning Outcomes -- 5.4 It Cultivates and Enhances Students' Information Literacy -- 6 Conclusion -- References -- A Review of Opportunities and Challenges of Artificial Intelligence Chatbots in Second Language Acquisition -- 1 Introduction -- 2 Early AI Chatbots and SLA -- 2.1 The Advent of AI Chatbots -- 2.2 The Application of Early AI Chatbots in SLA -- 3 ChatGPT and Second Language Acquisition -- 3.1 The Advent of ChatGPT -- 3.2 The Application of ChatGPT in Second Language Acquisition -- 4 Discussion and Conclusion -- References -- Bridging Knowledge and Technology: Constructing a Knowledge-Driven Repository with 3D CNN for Interpreting Education -- 1 Introduction -- 2 Related Works -- 3 Design -- 3.1 Construction of a Knowledge Graph for Interpreting Knowledge and Skills.3.2 Classifying Videos for Interpreting Learning by 3D Convolutional Neural Networks -- 4 Applications -- 5 Conclusion -- References -- A Multimodal Evaluation of Test Reliability and Validity Based on MTMM -- 1 Introduction -- 2 Data and Methods -- 2.1 Data Description -- 2.2 Tools and Methods -- 3 Results and Discussion -- 3.1 Score Distribution -- 3.2 Reliability Evaluation -- 3.3 Validity Analyses -- 4 Conclusion -- References -- Decoding Chinese Discourse Structure: A Corpus-Based Annotation System for Clause Complexes Analysis -- 1 Introduction -- 2 Related Work -- 3 Theoretical Framework -- 4 Designing Guideline -- 4.1 Raw Data and Segmentation -- 4.2 Annotation Procedures -- 4.3 A Practical Walkthrough of the Guideline -- 5 Conclusion -- References -- Revolutionizing Programming Language Education with Generative AI: Knowledge Enrichment and Adaptive Learning/Teaching Framework -- 1 Introduction -- 2 Related Work -- 2.1 Generative AI in Software Engineering -- 2.2 AI in Language Learning -- 3 Approach -- 3.1 Knowledge Enrichment and Adaptive Learning/Teaching Framework -- 3.2 Preprocessing Process -- 3.3 Data Processing and Knowledge Synthesis -- 4 Knowledge Enrichment and Adaptive Learning/Teaching Framework's Deployment -- 5 Evaluation -- 5.1 Participant Collection -- 5.2 Satisfaction Level -- 6 Conclusion -- References -- An Analysis of Transitivity and Visual Mode in Science Documentary: A Case Study of War of the Galaxies -- 1 Introduction -- 2 War of the Galaxies -- 3 Previous Studies about Multimodal Discourse Analysis and Documentary -- 4 Theoretical Framework -- 4.1 Transitivity in Functional Grammar -- 4.2 Visual Grammar -- 5 The Cooperation of Transitivity and Visual Mode in War of the Galaxies: Analysis and Discussion -- 5.1 Material Process -- 5.2 Relational Process -- 5.3 Mental Process -- 5.4 Existential Process.5.5 The Cooperation of Verbal Process and Visual Mode -- 6 Conclusion -- References -- Workshop HASSELL -- Human-Computer Interaction in the Age of Generative AI: Tailoring Educational Content for Diverse Learners -- 1 Introduction -- 2 Related Work -- 2.1 Digital Library Recommender Systems -- 2.2 Recommendation Systems in Education -- 2.3 AI in E-Learning -- 3 Approach -- 4 Implementation of the E-Learning Platform -- 4.1 Interface Design -- 4.2 Workflow and User Journey -- 5 Evaluation -- 5.1 Evaluation Focus -- 5.2 Evaluation Design -- 5.3 Evaluation Results -- 6 Conclusion -- References -- Generative AI in English Education: Harnessing ChatGPT for Digital Learning -- 1 Introduction -- 2 Related Work -- 3 Approach -- 3.1 Generative AI-Driven Approach to English Education -- 3.2 Preprocessing Process -- 3.3 Generative AI System Flow Architecture -- 4 Evaluation -- 4.1 Evaluation Process for English Learning Platform Integration with Generative AI -- 4.2 Results -- 4.3 Remarkable -- 5 Conclusion -- References -- Workshop PRASAE -- Employers as Peers: Applying and Reviewing Digital Badges -- 1 Introduction -- 2 Digital Badges and Microcredentials -- 3 Stakeholders and Peers -- 4 Qualitative Empirical Study -- 5 Conclusion -- References -- Performance and Scalability Challenges of an Revised Implementation Model of Assessment Test Generation Using Distributed Systems -- 1 Introduction -- 2 Literature Review -- 3 Model Description -- 3.1 Initial Model -- 3.2 Revised Model -- 3.3 Comparison Between the Initial and the Revised Model -- 4 Results of the Initial Model Implementation -- 5 Conclusions and Further Work -- References -- Peer Assess Pro: A Comprehensive Platform for Measuring the Success of Group Work for Developing Future-Ready Employability Skills -- 1 Introduction -- 2 The Peer Assess Pro Survey -- 2.1 Team Verification.2.2 Team Health Check for Psychological Safety -- 2.3 Main Peer Assessment Categories -- 2.4 Qualitative Feedback -- 2.5 Overall Team Member Recommendation -- 2.6 Developmental Feedback -- 2.7 Teacher Feedback -- 3 The Teacher's Dashboard -- 3.1 Active Warnings: The Proactive Approach to Peer Assessment -- 3.2 The Power and Potential of Active Warnings in Peer Assess Pro -- 3.3 Available Actions on the Teacher's Dashboard -- 3.4 Class Statistics: Educational Analytics -- 3.5 Team Results for Selected Team: In-depth Analysis at a Glance -- 3.6 Advanced Statistics -- 4 Student Personal Feedback Report: A Comprehensive Overview -- 4.1 Personal Result Summary -- 4.2 Quantitative Analysis Spider Chart -- 4.3 Measures of Realistic Self-assessment -- 4.4 Feedback Given -- 5 Rapid Teacher Onboarding and Other Features -- 5.1 Student and Teacher Onboarding -- 5.2 Integrated Messaging and Notifications Log -- 5.3 Single Sign-on -- 5.4 Security -- 6 Conclusion: The Transformative Power of Peer Assess Pro -- Electronic supplementary material -- References -- Digital Learning Platforms and Peer Influence: Analysis of Performance and Collaboration -- 1 Introduction -- 1.1 Related Work -- 2 Methodology -- 2.1 Data Collection -- 2.2 Research Questions -- 2.3 Data Analysis -- 2.4 Network Centrality Measures -- 3 Results -- 4 Discussion -- 4.1 Conclusion -- 4.2 Limitations -- 4.3 Future Work -- References -- How to Fail with Collaborative Learning and Teammate Peer Assessment: Advancing the Progress of Teamwork Across the Curriculum (TAC) -- 1 Introduction -- 1.1 Defining Teammate Peer Assessment -- 2 The Problems -- 2.1 The Contemporary Economics of Higher Education Drives Higher Teaching Loads -- 2.2 The Nature of Teaching and Learning is Increasingly Complex and Disrupted -- 2.3 Teachers Are Reluctant to Deploy Modern Pedagogy and Educational Technology.3 Five Malpractices of Collaborative Learning.Lecture Notes in Computer Science SeriesKubincová Zuzana1749673Hao Tianyong1338145Capuano Nicola1749674Temperini Marco1749675Ge Shili1749676Mu Yuanyuan1423695Fantozzi Paolo84011Yang Jing1736396MiAaPQMiAaPQMiAaPQ9910874657603321Emerging Technologies for Education4183955UNINA