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Produktbild: Blended Learning. Intelligent Computing in Education
Band 14797

Blended Learning. Intelligent Computing in Education 17th International Conference on Blended Learning, ICBL 2024, Macao SAR, China, July 29 – August 1, 2024, Proceedings

Aus der Reihe Lecture Notes in Computer Science

73,99 €

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Beschreibung

Produktdetails

Einband

Taschenbuch

Erscheinungsdatum

29.06.2024

Herausgeber

Will W. K. Ma + weitere

Verlag

Springer Singapore

Seitenzahl

346

Maße (L/B/H)

23,5/15,5/2 cm

Auflage

1. Auflage

Sprache

Englisch

ISBN

978-981-9744-41-1

Beschreibung

Produktdetails

Einband

Taschenbuch

Erscheinungsdatum

29.06.2024

Herausgeber

Verlag

Springer Singapore

Seitenzahl

346

Maße (L/B/H)

23,5/15,5/2 cm

Auflage

1. Auflage

Sprache

Englisch

ISBN

978-981-9744-41-1

Herstelleradresse

Springer-Verlag KG
Sachsenplatz 4-6
1201 Wien
AT

Email: GPSR Kontakt

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  • Produktbild: Blended Learning. Intelligent Computing in Education

  • .- Keynotes:.

    .- Building a Learner-Centric Citywide Digital Literacy Ecosystem: Train-the-Trainer, Community-Based Learning, and Gifted Education.

    .- Educational Technology trends in the AI era.

    .- How to design scientific, happy and effective educational games: Research on educational game design from the perspective of learning sciences.

    .- Blended Learning and AI: Enhancing Teaching and Learning in Higher Education.

    .- Digital Literacy: Evolution, Evaluation and Enhancement.

    .- Revolutionizing Education with AI:.

    .-  Complexities of Using Large Language Model Generative AI in Health Education and Robots (ID20).

    .- New Dimensions: The Impact of the Metaverse and AI Avatars on Social Science Education (ID27).

    .- Construction and Implementation of Generative AI-based Human-Machine Collaborative Classroom Teaching Model in Universities (ID46).

    .-  DMP_AI: An AI-Aided K-12 System for Teaching and Learning in Diverse Schools (ID64.

    .- A Case Study Examines How a New Content Integration Impacts Learning Outcomes with AI Experience Inputs (ID68).

    .- Blended Learning and Technological Innovations:

    .- Understanding characteristics of teacher-student dialogue in urban-rural blended synchronous classroom: A learning analytics perspective (ID7).

    .-  Integrating a digital math vector game into a blended classroom: technological and instructional design principles (ID19).

    .- K12 Blended Learning in China of “Education+” era: from the perspective of ecology (ID31).

    .- AIGC empowered blended learning in university course design and implementation: A case study (ID43).

    .- Exploring preschool teachers' perceived challenges in using ICT in Hong Kong after the pandemic (ID63).

    .- Investigating Relationships Among Institutional Support, Perceived Technology Usefulness, Attitude Toward Using Technology and Teacher Professional Development Motivation: A Moderated Mediation Model (ID22).

    .- Advancements in Learning Analytics:.

    .- An Analysis of Learning Analytics Approaches for Course Evaluation (ID25).

    .- Uncovering Students’ Processing Tactics towards ChatGPT’s Feedback in EFL Education Using Learning Analytics (ID38).

    .- Enhancing EFL Learners’ Knowledge of L2 Requests during Mobile-mediated Text-based and Audio-based Dynamic Assessment (ID44).

    .- Investigating Learning Behaviors and Intervention Effectiveness of Students with Special Educational Needs (ID62).

    .- Study on the Influencing Factors of Middle School Students’ Deep Learning Competencies in the Smart Classroom Environment (ID36).

    .- Innovative Approaches in Educational Research:.

    .- A Study on the Design and Implementation of the Smart Site Safety System from the Stakeholders’ Perspectives (ID51).

    .- Enhancing Youth Creativity through Computer-Supported Collaborative Learning: A Preliminary Investigation in Rural Chinese Elementary School (ID69).

    .- Leveraging deep learning for classifying learner-generated course evaluation texts (ID26).

    .- Analysis of Cyber Range Scenario Design--A Case Study (ID54).

    .- Capturing Teachers’ Collaborative Talk Patterns in an Interdisciplinary Lesson Study: A Social Epistemic Network Signature Approach (ID39).