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Knowledge Graph Reasoning (KGR) aims to deduce missing or novel knowledge by learning structured information and semantic relationships within Knowledge Graphs (KGs). Despite significant advances achieved by deep neural networks in recent years, existing models typically extract non-linear representations from explicit features in a relatively simplistic manner and fail to fully exploit semantic heterogeneity of relation types and entity co-occurrence frequencies. Consequently, these models struggle to capture critical predictive cues embedded in various entities and relations. To address these limitations, this paper proposes a relation aware spectral decoupling attention network for KGR (RASD). First, a spectral decoupling attention network module projects joint embeddings of entities and relations into the frequency domain, extracting features across different frequency bands and adaptively allocating attention at the global level to model frequency specific information. Next, a relation-aware learning module employs relation aware filters and an augmentation mechanism to preserve distinct relational properties and suppress redundant features, thereby enhancing representation of heterogeneous relations. Experimental results demonstrate that RASD achieves significant and consistent improvements over multiple leading baseline models on link prediction tasks across five public benchmark datasets.

Teaching gesture recognition is a technique used to recognize the hand movements of teachers in classroom teaching scenarios. This technology is widely used in education, including for classroom teaching evaluation, enhancing online teaching, and assisting special education. However, current research on gesture recognition in teaching mainly focuses on detecting the static gestures of individual students and analyzing their classroom behavior. To analyze the teacher’s gestures and mitigate the difficulty of single-target dynamic gesture recognition in multi-person teaching scenarios, this paper proposes skeleton-based teaching gesture recognition (ST-TGR), which learns through spatio-temporal representation. This method mainly uses the human pose estimation technique RTMPose to extract the coordinates of the keypoints of the teacher’s skeleton and then inputs the recognized sequence of the teacher’s skeleton into the MoGRU action recognition network for classifying gesture actions. The MoGRU action recognition module mainly learns the spatio-temporal representation of target actions by stacking a multi-scale bidirectional gated recurrent unit (BiGRU) and using improved attention mechanism modules. To validate the generalization of the action recognition network model, we conducted comparative experiments on datasets including NTU RGB+D 60, UT-Kinect Action3D, SBU Kinect Interaction, and Florence 3D. The results indicate that, compared with most existing baseline models, the model proposed in this article exhibits better performance in recognition accuracy and speed.

With the advantages of simple model structure and performance-speed balance, the single object tracking (SOT) model based on a Transformer has become a hot topic in the current object tracking field. However, the tracking errors caused by the target leaving the shot, namely the target out-of-view, are more likely to occur in videos than we imagine. To address this issue, we proposed a target re-identification method for SOT called TRTrack. First, we built a bipartite matching model of candidate tracklets and neighbor tracklets optimized by the Hopcroft–Karp algorithm, which is used for preliminary tracking and judging the target leaves the shot. It achieves 76.3% mAO on the tracking benchmark Generic Object Tracking-10k (GOT-10k). Then, we introduced the alpha-IoU loss function in YOLOv5-DeepSORT to detect the shot boundary objects and attained 38.62% mAP75:95 on Microsoft Common Objects in Context 2017 (MS COCO 2017). Eventually, we designed a backtracking identification module in TRTrack to re-identify the target. Experimental results confirmed the effectiveness of our method, which is superior to most of the state-of-the-art models.

Reflection is important for pre-service teacher development as it can help deepen their understanding of teaching and benefit their teaching practice. There have been several proposals of intelligent teaching analytics developed with the aim to strengthen the connection between practice and reflection by providing feedback to pre-service teachers. However, the implementation and user experience of intelligent teaching analytics in collaborative reflection remain underexplored. This study aimed to explore pre-service teachers’ experiences and shared regulation during collaborative reflection. Using a design-based research approach, 20 pre-service teachers participated in a seven-week collaborative reflection program. The intelligent teaching analytics implementation was iteratively improved over time, with data collected from reflection processes and interviews. Analysis of shared regulation revealed that as the implementation was refined over time, the interconnections among different regulation behaviors increased. Thematic analysis further indicated that pre-service teachers perceived intelligent teaching analytics as beneficial for enhancing their pedagogical content knowledge. Emotionally, they initially felt nervous and embarrassed but gradually found the collaborative reflection atmosphere to be friendly, harmonious, and mutually supportive. This research contributes to the development of principles for integrating intelligent teaching analytics into collaborative reflection and provide suggestions for future advancement of intelligent teaching analytics.

Text classification is not only a prerequisite for natural language processing work, such as sentiment analysis and natural language reasoning, but is also of great significance for screening massive amounts of information in daily life. However, the performance of classification algorithms is always affected due to the diversity of language expressions, inaccurate semantic information, colloquial information, and many other problems. We identify three clues in this study, namely, core relevance information, semantic location associations, and the mining characteristics of deep and shallow networks for different information, to cope with these challenges. Two key insights about the text are revealed based on these three clues: key information relationship and word group inline relationship. We propose a novel attention feature fusion network, Attention Pyramid Transformer (APTrans), which is capable of learning the core semantic and location information from sentences using the above-mentioned two key insights. Specially, a hierarchical feature fusion module, Feature Fusion Connection (FFCon), is proposed to merge the semantic features of higher layers with positional features of lower layers. Thereafter, a Transformer-based XLNet network is used as the backbone to initially extract the long dependencies from statements. Comprehensive experiments show that APTrans can achieve leading results on the THUCNews Chinese dataset, AG News, and TREC-QA English dataset, outperforming most excellent pre-trained models. Furthermore, extended experiments are carried out on a self-built Chinese dataset theme analysis of teachers’ classroom corpus. We also provide visualization work, further proving that APTrans has good potential in text classification work.

The pre-trained language model based on Transformers possesses exceptional general text-understanding capabilities, empowering it to adeptly manage a variety of tasks. However, the topic classification ability of the pre-trained language model will be seriously affected in the face of long colloquial texts, expressions with similar semantics but completely different expressions, and text errors caused by partial speech recognition. We propose a long-text topic classification method called RQ-OSPTrans to effectively address these challenges. To this end, two parallel learning modules are proposed to learn long texts, namely, the repeat question module and the overall semantic perception module. The overall semantic perception module will conduct average pooling on the semantic embeddings produced by BERT, in addition to multi-layer perceptron learning. The repeat question module will learn the text-embedding matrix, extracting detailed clues for classification based on words as fundamental elements. Comprehensive experiments demonstrate that RQ-OSPTrans can achieve a generalization performance of 98.5% on the Chinese dataset THUCNews. Moreover, RQ-OSPTrans can achieve state-of-the-art performance on the arXiv-10 dataset (84.4%) and has a comparable performance with other state-of-the-art pre-trained models on the AG’s News dataset. Finally, the results indicate that our method exhibits a superior performance compared with the baseline methods on small-scale domain-specific datasets by validating RQ-OSPTrans on a specific task scenario by using our custom-built dataset CCIPC.

In 2019, the United Nations released “Education for Sustainable Development for 2030”, emphasizing that sustainable learning is an important component of education for sustainable development, as it can enable learners to master the knowledge and skills required to keep learning in a variety of circumstances. To better understand teachers’ sustainable learning within the context of education, this study used a comprehensive method combining quantitative analysis and qualitative analysis to examine the key factors that influence teachers’ reflective practice skill through educational practice for sustainable learning. A total of 349 teachers responded to the survey. Based on the quantitative results, 10 teachers were chosen for qualitative analysis. Results showed that teaching support service, peer feedback, teacher–student interaction, and personal goal orientation were found to have a significant impact on teachers’ reflective practice skill, which is beneficial for promoting sustainable learning. Interestingly, the direct impact of pedagogical self-efficacy on reflective practice skill was not observed. The following qualitative research yielded five topics on teaching support service, peer feedback, teacher–student interaction, pedagogical self-efficacy, and personal goal orientation. These topics helped to explain the results of the quantitative analysis. The findings of the proposed model were conducive to understanding the mechanism that affects teachers’ reflective practice skill as well as providing practical implications for teachers’ sustainable learning in educational practice.

Aiming at the problem of recognition effect is not stable when 2D facial expression recognition in the complex illumination and posture changes. A facial expression recognition algorithm based on RGB-D dynamic sequence analysis is proposed. The algorithm uses LBP features which are robust to illumination, and adds depth information to study the facial expression recognition. The algorithm firstly extracts 3D texture features of preprocessed RGB-D facial expression sequence, and then uses the CNN to train the dataset. At the same time, in order to verify the performance of the algorithm, a comprehensive facial expression library including 2D image, video and 3D depth information is constructed with the help of Intel RealSense technology. The experimental results show that the proposed algorithm has some advantages over other RGB-D facial expression recognition algorithms in training time and recognition rate, and has certain reference value for future research in facial expression recognition.