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The massive transition from in-person to remote teaching increased the impact of technology on the everyday life of the universities. Without the face-to-face component, learning and teaching became a completely different experience for students and teachers. Recording the attitudes and perceptions of the undergraduate students on the new situation became necessary for the faculties to support them effectively. This research collected quantitative and qualitative data from 336 students of all the years of studies. The students preferred in-person teaching and reported higher engagement, learning, and understanding during classroom teaching. More senior students, who had developed face-to-face ties with their colleagues before the pandemic, found it easier to continue their interactions remotely. They were interested in matching learning with the duties and needs at the particular period of their life, despite their beliefs concerning the effectiveness of in-person teaching. The first-year students found it challenging to develop relationships remotely, and they were the most frustrated. Overall, students in the first years of their studies perceived remote teaching as dissatisfactory compared to the more senior students. Similar to other publications, the respondents of this study challenged the effectiveness of remote teaching and the concomitant transition from in-person to remote social relationships.

Online Judge (OJ) is an important aid for programming learning that can help students evaluate learning effects in real-time, while teachers can adjust practice tasks in time according to the records of the tool. With these advantages, OJ shows great value for promoting teaching and learning in programming. The existing OJ system usually only provides information such as problem status list and recent rank list. However, it is unable to provide teachers with more fine-grained analysis information, such as the distribution of students’ incorrect responses and level of knowledge mastery. And it also cannot provide students with effective comparative information on their learning status. This research developed a visual learning analytics dashboard named VisOJ for the OJ system, which includes two types of user interfaces: teacher and student. The teacher interface presents students' learning status and ranking trends, which help teachers monitor and give feedback on their learning activities. The student interface provides views such as error type analysis and evaluation, which promote students' self-reflection and self-regulation. Preliminary case studies and expert interviews prove the usability of the dashboard. In the end, we summarize our main work and suggest future research directions.

Specialists in engineering must effectively communicate their ideas using technical drawings. To develop students' technical drawing skills, the subject of engineering graphics aims at using appropriate teaching methods. This study proposes a novel approach to teaching engineering graphics, that is, an active method of Flipped Classroom (FC) that incorporates H5P tools. These tools have been shown to effectively support self-directed learning and enable in-class activities, ultimately enhancing the effectiveness of the FC method. The study results demonstrate a positive impact of the FC method on students' knowledge levels. By integrating the FC method with H5P tools, the study establishes a powerful learning environment that promotes deep learning and increases student engagement in engineering graphics.

This paper examines the integration of interactive 3D applications into the teaching process in mechanical engineering education. An innovative interactive 3D application has been developed as a teaching aid for engineering students. The main advantage is its easy availability through a web browser on mobile devices or desktop computers. It includes four explorable 3D gearbox models with assembly animations, linked technical information, and immersive virtual and augmented reality (AR) experiences. The benefits of using this application in the teaching process were monitored on a group of students at the end of the semester. Assessments conducted before and after the use of the interactive 3D application measured learning outcomes. Qualitative feedback from students was also collected. The results demonstrated significant improvements in engagement, spatial awareness, and understanding of gearbox principles compared to traditional methods. The versatility and accessibility of the application also facilitated self-directed learning, reducing the need for external resources. These findings indicate that interactive 3D tools have the potential to enhance student learning and engagement and to promote sustainable practices in engineering education. Future research could explore the scalability and applicability of these tools across different engineering disciplines and educational contexts.

With the rapid development of the Internet, traditional teaching models can no longer meet the needs of talent training in colleges and universities, and reform is imperative. With the advent of the era of big data, the emergence of a large number of rich and diverse teaching resources, MOOC (Massive Online Open Course), microclasses, flipped classrooms, and other teaching models on the Internet has provided reform thinking and directions for teaching reform. This model divides the entire teaching design into two major modules: SPOC (Small Private Online Course) platform teaching activity design and flipped classroom teaching activity design, and applies this model to the actual teaching of open education, designing detailed teaching activity plans, in a real teaching situation. This study uses questionnaire surveys and interview surveys to investigate the basic personal situation of course learners, learning expectations, course participation, learning experience, and learning effects. It is planned to use the questionnaire star platform to issue and return questionnaires and use EXCEL and SPSS software to analyze the data and perform analysis and processing, combined with in-depth interviews with learners and professors for comprehensive analysis, so as to obtain the most true views of students and teachers on this model. In this process, we collect a variety of data from the SPOC platform and the flipped classroom platform, including feedback from students studying on the SPOC platform before class, observation of students’ learning attitudes in flipped classrooms to display of students’ results after class, and academic performance, summarize experience based on the analysis results, and optimize the teaching design plan. In classification algorithms, support vector machines (SVM) are widely used due to their advantages such as less overfitting and inconspicuous dimensionality of feature vectors. The traditional SVM algorithm is not suitable for processing large-scale data sets due to factors such as high time complexity and long training time. In order to solve these shortcomings, parallelizing the SVM algorithm to process large-scale data sets is an effective solution. On the basis of comparison, a SPOC-based flipped classroom teaching design model was constructed, and empirical application was carried out in the Open University, in order to promote the sustainable development of open education.

E-learning is evolving as the paradigm of modern-day education. Globally, e-learning has seen a rise; however, failures happen. There is a dearth of studies that discuss why a lot of learners quit e-learning after a preliminary experience. Preceding research studies carried out under diverse task settings have proposed an assortment of factors impacting learners’ satisfaction with e-Learning. This study developed an integrated conceptual model with the instructor, course, and learners’ dimensions and then empirically validates it. The technology acceptance model (TAM) has been employed for testing the acceptance of various technologies and software within an e-learning context. This study intends to examine the salient factors of effective e-learning acceptance by learners. A survey investigates the critical factors using a self-administered questionnaire influencing the satisfaction of learners in the e-Learning system/platform. The study uses quantitative methodology and data were collected from 348 learners. On performing the structured equation modeling for testing the hypothesized model, outcomes reveal the significant factors influencing learners’ perceived satisfaction studied in three dimensions of the instructor, course, and learner. It will facilitate educational institutes and provide directions on improving learners’ satisfaction and additionally improve e-Learning implementation.

The research aims at investigating the popularity and ease of different gaming-based platforms in relation to multi-disciplines and contexts of English Language learning and teaching, with reference to perceptions, attitudes, motivation, interests, preferences, feelings of ease and other psychological responses among university learners and educators towards the application of different gaming tools in physical and virtual classrooms in Hong Kong before and during the pandemic period. The study then examines to what extent is game-based learning effective in motivating students and teachers to learn and teach better, with a close analysis on the direct and indirect correlations between game-based learning and the level of participation and engagement in face-to-face classrooms and remote learning. The research finally explores learners’ and educators’ technological literacy and training received, with reference to the availability of institutional support towards game-based learning in university English classes in Hong Kong. The study implies the possibility in accelerating future course redesign and assessment restructuring as a result of a switch to the new learning and teaching mode. The research also provides a framework to further study the feasibility in applying gamification in other subjects in the new technological era.

The primary purpose of the study is to examine how performance expectancy, effort expectancy, social influence, and facilitating conditions influence students' self-efficacy and their intentions to engage with the ClassIn platform. This exploration is crucial for effectively implementing and strategically developing hybrid learning solutions, with the deployment of ClassIn informed by the widely recognized principles of Technological Pedagogical Content Knowledge (TPACK). The study aims to enhance educational outcomes through optimized technology integration and to provide actionable insights for fostering greater student engagement and improving learning environments. The pilot study adopted an exploratory, quantitative approach with 58 undergraduate students who are active users of ClassIn at the research site, ensuring they have relevant experience with the system. A structured survey grounded in the Unified Theory of Acceptance and Use of Technology (UTAUT) evaluated the impact of constructs such as performance expectancy, effort expectancy, social influence, and facilitating conditions on self-efficacy. Participants rated these on a Likert scale from 1 (strongly disagree) to 5 (strongly agree). Data analysis was conducted using SmartPLS and Partial Least Squares Structural Equation Modeling (PLS-SEM) to test the proposed causal relationships. The analysis indicates that while performance expectancy does not significantly affect self-efficacy, effort expectancy, social influence, and facilitating conditions do enhance it. Furthermore, a positive correlation between self-efficacy and the intention to use ClassIn substantiates the critical role of self-efficacy in the acceptance and continued use of technology in education. This study contributes to the academic literature by analyzing how core UTAUT constructs—performance expectancy, effort expectancy, social influence, and facilitating conditions—affect self-efficacy and technology adoption in hybrid learning environments. It highlights ClassIn's potential to improve university learning experiences and calls for further research on its wider implementation and effectiveness. The study also suggests investigating additional factors that could influence technology integration in education, aiming to develop a comprehensive framework for deploying and optimizing educational technologies in dynamic academic settings.

There are different paradigms to develop students’ skills in Information and Communication Technology (ICT) to improve their competence. As a training approach, design thinking has been widely adopted in innovation for skills enhancement and product development. Design thinking ensures that the developed innovative products meet the market needs and hence solve societal challenges. However, limited research is available in Tanzania on the impact of innovative training approaches including design thinking on enhancing skills. Therefore, this study analyzes the role of the design thinking approach in enhancing students’ ICT skills whilst fostering successful product development. This study adopts the exploratory case study approach, and the case study is FinHub in Tanzania. The results show significant improvement in the students’ skills and the quality of the products developed. Survey results showed 97.9% of the respondents agreed that combining the design thinking approach with technical skills, enhanced the development of new products. The contextual learning, collaborative dynamics, and adaptability promoted by design thinking were also mentioned and established to be well-suited to the needs of the ICT industry. This study contributes to understanding the innovation methods that best enhance learning outcomes in higher education by highlighting the practical application of using design thinking. The findings underscore the importance of integrating real-world challenges into the learning process, thereby enhancing student engagement and practical skills development, vital for addressing the evolving demands of the ICT industry.