Search results

Education for sustainable development (ESD) is a developing educational concept that aims to achieve economic, social and environmental sustainability through education. Cultural sustainability education aims to cultivate awareness and protection of cultural assets, promote sustainable development and foster environmental responsibility. This study establishes a cyber-physical metaverse of cultural sustainability learning to cultivate students' motivation, multicultural identity, critical thinking and sustainability thinking.

In this study, virtual reality (VR) and 3D printing technologies were utilized to create a cyber-physical metaverse learning environment. This learning environment is designed to allow elementary school children to learn about indigenous cultures and the architecture of slate houses, as well as socio-architectural issues. Learners will be able to experience first-hand the plight of the indigenous tribal areas and the exploration of related cultural knowledge.

The study collected pre- and post-test data through questionnaires, using covariates to analyze learners' perceptions of learning. The results of this study showed that cyber-physical metaverse learning environment had a significant impact on learning motivation, multicultural identity and sustainability thinking for culturally sustainable education. However, this study’s impact on critical thinking skills in students remains to be confirmed.

This is a quasi-experimental study of a single country’s elementary school children in the indigenous area, so its findings cannot be extrapolated to other areas or to learners of different ages.

This study introduces a framework for incorporating both virtual and real cultures to promote sustainable learning. The cyber-physical metaverse learning is used to supplement teaching activities to enhance learners' motivation in learning multicultural knowledge. Students were able to recognize and protect cultural assets, as well as emphasize the importance of sustainable development.

The aim of this study is to illuminate the perceptions of the essential factors for sustaining Learning Study of the curriculum leaders who have led Learning Study in schools over a sustained period.

This study adopted a case study research approach to explore the perspectives of the curriculum leaders regarding the sustainability of Learning Study. Data were collected through interviews, observations and document analysis. To analyse the data, thematic analysis was conducted to identify themes related to the research aim.

Four themes were deemed crucial by the curriculum leaders for sustaining Learning Study: (1) integrating Learning Study into the overall development plan of the school, with milestones recognisable by all stakeholders; (2) developing a shared understanding of and patience towards the different developmental needs of stakeholders; (3) developing a sustained programme of professional development for teachers regarding variation theory of learning, which underpins Learning Study; and (4) creating an improvement culture and a safe environment for sustaining professional development. We argue that Learning Study models should be flexible that they fit various school contexts while retaining the aim of enabling learning.

Sustaining Learning Study in schools becomes a challenge if support in the form of government funding and research involvement from tertiary institutions is withdrawn. This study is the first to voice the opinions of school curriculum leaders regarding this complex issue, who play a key role in initiating, implementing and sustaining Learning Study.

This study proposes a collaborative federated learning (CFL) framework to address personal data transmission and retention issues for artificial intelligence (AI)-enabled video surveillance in public spaces.

This study examines specific challenges for long-term people monitoring in public spaces and defines AI-enabled video surveillance requirements. Based on the requirements, this study proposes a CFL framework to gradually adapt AI models’ knowledge while reducing personal data transmission and retention. The framework uses three different federated learning strategies to rapidly learn from different new data sources while minimizing personal data transmission and retention to a central machine.

The findings confirm that the proposed CFL framework can help minimize the use of personal data without compromising the AI model's performance. The gradual learning strategies help develop AI-enabled video surveillance that continuously adapts for long-term deployment in public spaces.

This study makes two specific contributions to advance the development of AI-enabled video surveillance in public spaces. First, it examines specific challenges for long-term people monitoring in public spaces and defines AI-enabled video surveillance requirements. Second, it proposes a CFL framework to minimize data transmission and retention for AI-enabled video surveillance. The study provides comprehensive experimental results to evaluate the effectiveness of the proposed framework in the context of facial expression recognition (FER) which involves large-scale datasets.

This study aimed to determine the expectations of students from mathematics teachers in the planning phase of lesson study (LS) in mathematics classrooms.

This study reported only a part of large-scale action research. The participants were Grade 8 students selected by the convenience sampling method. The data were obtained through open-ended questions. The content analysis method was used to analyze the data.

Four categories emerged: connection, technology-supported teaching, use of concrete materials, practice, and teacher behavior and teaching style.

This study reveals how students in a different culture and education system, such as Türkiye, want to learn mathematics in the LS process of Japanese origin. It also gives some important clues for applying LS in a different culture.

This study may attract the attention of educational stakeholders who want to implement LS in mathematics classrooms by considering student perspectives.

Due to the nature of LS, this study may emphasize teacher–student and teacher–teacher interactions. Thus, it can draw attention to the importance of social learning environments where students take responsibility and interact.

This study emphasizes the importance of listening to student voices in LS. Some ideas about mathematics teaching in Turkey should also be given. Finally, it can provide a good basis for understanding and comparing LS practices in different cultures and understandings.

This study examines two crucial aspects of employability in the tourism industry, with a particular emphasis on contemporary advancements. The first aspect pertains to the emerging demands in the employability sector of the tourism industry, driven by technological advancements. Given the evident nature of this emerging trend, it is imperative to possess a robust infrastructure and comprehensive knowledge. The second aspect is to evaluate the level of education that industry employees receive in relation to the tourism sector in order to ensure sustainable development.

The study employed a thematic literature review to evaluate the significance of tourism education on employability and the necessity of adopting technology.

The findings deviate from the extensive literature search showed that Higher Education Institutions should prioritise ensuring that the new generation’s technological capabilities align with the traditional curricula in their respective fields, given the widespread use of personal computers and smartphones. Ultimately, students are increasingly expecting that technology will significantly impact their educational experiences and modes of communication for their future careers.

It is widely acknowledged that the most efficient approach to fostering learning is to exert authority over the learning setting, and educators should generate learning prospects for students rather than merely transmitting information and facts.

This review assesses two key aspects of employability in the tourism industry, focussing on recent technological advancements and the necessary skills for students' future careers.

Accurate and rapid tracking and counting of building materials are crucial in managing on-site construction processes and evaluating their progress. Such processes are typically conducted by visual inspection, making them time-consuming and error prone. This paper aims to propose a video-based deep-learning approach to the automated detection and counting of building materials.

A framework for accurately counting building materials at indoor construction sites with low light levels was developed using state-of-the-art deep learning methods. An existing object-detection model, the You Only Look Once version 4 (YOLO v4) algorithm, was adapted to achieve rapid convergence and accurate detection of materials and site operatives. Then, DenseNet was deployed to recognise these objects. Finally, a material-counting module based on morphology operations and the Hough transform was applied to automatically count stacks of building materials.

The proposed approach was tested by counting site operatives and stacks of elevated floor tiles in video footage from a real indoor construction site. The proposed YOLO v4 object-detection system provided higher average accuracy within a shorter time than the traditional YOLO v4 approach.

The proposed framework makes it feasible to separately monitor stockpiled, installed and waste materials in low-light construction environments. The improved YOLO v4 detection method is superior to the current YOLO v4 approach and advances the existing object detection algorithm. This framework can potentially reduce the time required to track construction progress and count materials, thereby increasing the efficiency of work-in-progress evaluation. It also exhibits great potential for developing a more reliable system for monitoring construction materials and activities.

Recognising the as-built state of construction elements is crucial for construction progress monitoring. Construction scholars have used computer vision-based algorithms to automate this process. Robust object recognition from indoor site images has been inhibited by technical challenges related to indoor objects, lighting conditions and camera positioning. Compared with traditional machine learning algorithms, one-stage detector deep learning (DL) algorithms can prioritise the inference speed, enable real-time accurate object detection and classification. This study aims to present a DL-based approach to facilitate the as-built state recognition of indoor construction works.

The one-stage DL-based approach was built upon YOLO version 4 (YOLOv4) algorithm using transfer learning with few hyperparameters customised and trained in the Google Colab virtual machine. The process of framing, insulation and drywall installation of indoor partitions was selected as the as-built scenario. For training, images were captured from two indoor sites with publicly available online images.

The DL model reported a best-trained weight with a mean average precision of 92% and an average loss of 0.83. Compared to previous studies, the automation level of this study is high due to the use of fixed time-lapse cameras for data collection and zero manual intervention from the pre-processing algorithms to enhance visual quality of indoor images.

This study extends the application of DL models for recognising as-built state of indoor construction works upon providing training images. Presenting a workflow on training DL models in a virtual machine platform by reducing the computational complexities associated with DL models is also materialised.

This research explores the differential effects of pixel-level and object-level visual complexity in firm-generated content (FGC) on consumer engagement in terms of the number of likes and shares, and further investigates the moderating role of image brightness.

Drawing on a deep learning analysis of 85,975 images on a social media platform in China, this study investigates visual complexity in FGC.

The results indicate that pixel-level complexity increases both the number of likes and shares. Object-level complexity has a U-shaped relationship with the number of likes, while it has an inverted U-shaped relationship with the number of shares. Moreover, image brightness mitigates the effect of pixel-level complexity on likes but amplifies the effect on shares; contrarily, it amplifies the effect of object-level complexity on likes, while mitigating its effect on shares.

Although images play a critical role in FGC, visual data analytics has rarely been used in social media research. This study identified two types of visual complexity and investigated their differential effects. We discuss how the processing of information embedded in visual content influences consumer engagement. The findings enrich the literature on social media and visual marketing.

The health crisis has highlighted the shortcomings of the industry sector which has revealed its vulnerability. To date, there is no guarantee of a return to the “world before”. The ability of companies to cope with these changes is a key competitive advantage requiring the adoption/mastery of industry 4.0 technologies. Therefore, companies must adapt their business processes to fit into similar situations.

The proposed methodology comprises three steps. First, a comparative analysis of the existing CPSs is elaborated. Second, following this analysis, a deep learning driven CPS framework is proposed highlighting its components and tiers. Third, a real industrial case is presented to demonstrate the application of the envisioned framework. Deep learning network-based methods of object detection are used to train the model and evaluation is assessed accordingly.

The analysis revealed that most of the existing CPS frameworks address manufacturing related subjects. This illustrates the need for a resilient industrial CPS targeting other areas and considering CPSs as loopback systems preserving human–machine interaction, endowed with data tiering approach for easy and fast data access and embedded with deep learning-based computer vision processing methods.

This study provides insights about what needs to be addressed in terms of challenges faced due to unforeseen situations or adapting to new ones. In this paper, the CPS framework was used as a monitoring system in compliance with the precautionary measures (social distancing) and for self-protection with wearing the necessary equipments. Nevertheless, the proposed framework can be used and adapted to any industrial or non-industrial environments by adjusting object detection purpose.

By introducing Stacking algorithm to solve the underfitting problem caused by insufficient data in traditional machine learning, this paper provides a new solution to the cold start problem of entrepreneurial borrowing risk control.

The authors introduce semi-supervised learning and integrated learning into the field of migration learning, and innovatively propose the Stacking model migration learning, which can independently train models on entrepreneurial borrowing credit data, and then use the migration strategy itself as the learning object, and use the Stacking algorithm to combine the prediction results of the source domain model and the target domain model.

The effectiveness of the two migration learning models is evaluated with real data from an entrepreneurial borrowing. The algorithmic performance of the Stacking-based model migration learning is further improved compared to the benchmark model without migration learning techniques, with the model area under curve value rising to 0.8. Comparing the two migration learning models reveals that the model-based migration learning approach performs better. The reason for this is that the sample-based migration learning approach only eliminates the noisy samples that are relatively less similar to the entrepreneurial borrowing data. However, the calculation of similarity and the weighing of similarity are subjective, and there is no unified judgment standard and operation method, so there is no guarantee that the retained traditional credit samples have the same sample distribution and feature structure as the entrepreneurial borrowing data.

From a practical standpoint, on the one hand, it provides a new solution to the cold start problem of entrepreneurial borrowing risk control. The small number of labeled high-quality samples cannot support the learning and deployment of big data risk control models, which is the cold start problem of the entrepreneurial borrowing risk control system. By extending the training sample set with auxiliary domain data through suitable migration learning methods, the prediction performance of the model can be improved to a certain extent and more generalized laws can be learned.

This paper introduces the thought method of migration learning to the entrepreneurial borrowing scenario, provides a new solution to the cold start problem of the entrepreneurial borrowing risk control system and verifies the feasibility and effectiveness of the migration learning method applied in the risk control field through empirical data.