Search Results for
"deep learning"

Road bridges constitute critical infrastructure that ensures safe and efficient transportation. However, they are susceptible to damage caused by aging and external factors. For example, cracking, corrosion of members, surface delamination and various other types of deterioration progress depending on the material and structural type. Beyond the degradation of structural functionality and durability, such damage heightens risks to vehicles and pedestrians. Consequently, effective inspection and maintenance strategies are imperative. In this paper, we propose a digital twin system based on virtual reality and deep learning to train inspection engineers for various bridge types and maintenance management. The proposed system enables bridge inspection training within a virtual environment using a three-dimensional bridge model and provides real-time feedback to the trainees. Furthermore, the effectiveness of the proposed system is evaluated through its application to a road bridge on National Route 2, a critical transportation artery in Japan with high traffic volumes. © 2025 IEEE.

This study aims to explore how generative AI tools can be integrated into the teaching of the Tower of Hanoi algorithm by incorporating the “Four-Pillar” educational approach: self-regulated learning, collaborative learning, mutual learning, and guided learning. A curriculum package was designed on the ADL (Adaptive learning) digital learning platform, including video instruction, gamified exercises, group discussions, AI-assisted learning, and programming tasks, guiding students to derive the Tower of Hanoi algorithm. Through the digital platform, students not only learn the rules and solutions through gamification but also gain an understanding of the underlying algorithm and apply it in practice. The results show that this model effectively enhances learning motivation and computational thinking, promotes the deep integration of information technology into teaching, and analyzes the supportive role of generative AI tools (such as e 度) in self-regulated learning and problem-solving. © 2025, The Education University of Hong Kong. All rights reserved.

The Asian workplace is a dynamic environment with ever-evolving contexts and fast-paced changes (Du-Babcock & Bhatia, 2013; Tonby et al., 2020). Asia has also been mistakenly viewed as one market with one context and culture when in fact it is diverse and distinct in each country and region (McCorkindale et al., 2021; Du-Babcock, 2018). Professional communication in these Asian markets should not only be personalised but also localised and constantly updated. This creates an exciting opportunity for educators designing and teaching professional communication courses to consider the most relevant and important principles during the curriculum design and for faculty to consider how they would facilitate discussions that stimulate active learning and critical thinking (Boyer, 1990). There is, hence, a need to consider how professional communication specialists can keep up with industry changes, shifting communication needs and evolving expectations of the Asian workplace to inform curriculum design and teaching (Al-Musalli, 2019; Winchester-Seeto & Piggott, 2020) and how professional communication faculty can deepen and refresh their disciplinary, sub-disciplinary and interdisciplinary understanding in the backdrop of evolving Asian business contexts. This conceptual paper uses the scholarship of discovery, integration, application and teaching (Boyer, 1990) as a framework to suggests ways in which professional communication specialists can continually develop their understanding of the professional communication discipline in the context of Asia. Insights drawn could potentially contribute to the professional development of faculty which will in turn have an impact on curricula that prepare students for communication at the workplace. © 2025, International Tesol Union Co., Ltd. All rights reserved.

Introduction: A key challenge for many academics is designing learning activities that are constructively aligned and effectively enhance students’ appreciation of their learning outcomes. This study investigates the impact of integrating active and blended learning strategies into a game design unit that had historically suffered from low student engagement and poor alignment with unit outcomes. Methods: To address this issue, we introduced a series of active and blended learning activities, including an interactive design project, group work, the use of an online peer assessment tool, and online assessments requiring independent critical reflection and feedback on students’ learning experiences. A mixed-methods approach was employed. An online survey was administered via the LMS to 137 enrolled students, with 101 responses collected over a four-week period. Quantitative data were analyzed using ANOVA and linear multivariate analysis to assess the impact of these interventions. Results and discussion: The findings suggest that the introduction of active and blended learning strategies—particularly those that increased student participation in lectures and group discussions—enhanced overall engagement and improved student satisfaction with the unit. Students appreciated the availability of online tools and resources; however, online engagement alone did not consistently lead to improved learning experiences. The data indicated that the effectiveness of online learning was significantly influenced by the presence of consistent and clear feedback. Conclusion: Active and blended learning strategies, when supported by thoughtful learning design and timely feedback, are effective in engaging students with their learning outcomes and enhancing the overall student experience. These findings underscore the importance of integrating interactive and reflective components into course design to foster deeper student engagement. © © 2025 Awidi, Harper and Savat.

Aim: The aim of this discussion paper is to explore whether recontextualisation theory deepens our understanding of learning across multiple sites when introducing simulation-based education (SBE) into nurse education. Background: The requirement for students to learn in clinical placements remains an aspiration as well as a regulatory requirement internationally. Yet, the increasing complexity of healthcare and the numbers of vacancies in the healthcare workforce globally have led to poor learning environments. In the context of faster internet speeds, rapid development in virtual technologies, affordability of hardware, and the move to online educational provision after the COVID-19 pandemic, SBE has emerged as a key teaching method in health professional preparation programmes globally. Design: Critical discussion paper. Methods: This discussion paper is based on current literature on SBE and recontextualisation theory. Findings: Evaluations of SBE often show positive outcomes for learning in nurse education. Weaknesses and gaps in the evidence on SBE, such as the scarcity of control groups or longitudinal studies, have been identified. Using recontextualization theory, we argue that SBE may also increase the theory-practice split for students across multiple sites of learning. Conclusions: The introduction of SBE offers supplementary positive learning opportunities to those in clinical practice while at the same time creating multiple sites of learning which are not always aligned. More needs to be done to teach from a curriculum which relies on students being motivated and able to learn across multiple sites of learning. Implications for the Profession and Patient Care: To support student nurses in UG professional preparation programmes which rely on SBE as well as clinical practice and universities, shared values between nurse educators and clinical nurses need to be enacted collaboratively. This could be achieved by reframing how students and nurses learn and rework knowledge across sites of learning. © 2025 The Author(s). Journal of Advanced Nursing published by John Wiley & Sons Ltd.

Background/purpose. Islamic Religious Education (IRE) in higher education serves as a foundation for shaping students' spiritual insight, moral reasoning, and critical reflection. However, conventional instructional approaches often lack contextual relevance and fail to engage learners deeply. This study explores the transformative potential of Problem-Based learning (PBL) as a pedagogical innovation to enhance students' comprehension and application of Islamic religious concepts. Materials/methods. A Sequential Explanatory Mixed Methods design was employed, involving 143 undergraduate students from a public Islamic university in Indonesia. The study began with a pre- and post-test to assess changes in students' comprehension of core IRE concepts, followed by semi-structured interviews to explore student perceptions. Quantitative data were analyzed using descriptive statistics and paired t-tests, while qualitative data underwent thematic analysis. Results. Quantitative findings revealed a statistically significant improvement in post-test scores, indicating PBL's effectiveness in enhancing conceptual understanding. Qualitative insights identified four major themes: increased conceptual clarity, improved critical thinking, enhanced classroom engagement, and challenges related to time constraints and facilitator support. These results underscore PBL's capacity to foster reflective and meaningful religious learning experiences. Conclusion. Problem-Based learning significantly enhances students' comprehension and engagement in Islamic Religious Education by fostering critical thinking, contextual understanding, and reflective learning. While previous studies have explored PBL in religious contexts, this research deepens the evidence by integrating quantitative improvements with rich qualitative insights from higher education learners. It highlights the pedagogical potential of PBL in bridging doctrinal understanding with real-life application. The study recommends curriculum-level integration, educator training, and time-structured implementation to optimize its use in Islamic educational settings. © The Author(s), 2025.

This study aims to develop a learning activity grounded in the community-based learning (CBL) approach to enhance the problem-solving competency of mathematics pre-service teachers. Designed using the ADDIE instructional design model, the process spanned from needs assessment to post-implementation evaluation. The prototype was tested with 24 mathematics pre-service teachers through open-ended assessments. The study introduces a structured framework for CBL activities in five stages: preparation, problem identification, creation, implementation, and reflection. Findings show that CBL activities significantly enhance problem-solving competency by bridging theoretical knowledge with real-world contexts. This approach not only strengthens problem-solving abilities but also supports deeper integration of knowledge into teaching practice. By incorporating CBL principles into the ADDIE model, the study offers a collaborative, practical strategy for instructional design. Peer interaction was facilitated through group projects, while community engagement involved working with local stakeholders to address authentic problems–both integral to developing the problem-solving capacity of future mathematics teachers. © 2025 by the authors.

Purpose – This study aims to explore the mechanism by which internship programs create and improve employability skills among university graduates. The graduate student’s mindset was chosen as a potential factor explaining this mechanism. This study explored how a graduate’s mindset can shape the impact of internship programs on creating and improving employability skills. Design/methodology/approach – This study followed a quantitative approach to explore the role of the graduate’s mindset in developing their employability skills. A total of 293 students participated in this study. The data were analyzed using two exploratory techniques: contingency tables and multiple corresponding analyses. Findings – Two employability skills showed no relationship with internship training: (1) presenting and applying information skills and (2) ethical and responsible behavior skills. Additionally, two employability skills show no connection with the mindset types: (1) interactive skills and (2) enterprising skills. The set of four employability skills that showed a positive relationship with the internship were found to be affected by the type of mindset in two forms: (1) goal-directed behavior, problem-solving and continuous learning skills were more associated with the growth mindset. And (2) analytical thinking skills were more developed with the fixed mindset. Originality/value – This study established a unique position in the literature. It is considered an introduction to a new line of discussion on the role of internships in developing employability skills. This study is the first to discuss the mechanism by which internships create and build employability skills. We start this discussion by investigating the role of graduates’ mindsets as the proposed mechanism. This development is needed because previous literature discussed the impact of internships on employability skills without digging deep into understanding the mechanism behind this impact. © 2025 Emerald Publishing Limited

This study aims to reveal the impact of training based on regional human resources development standards in the Kazakhstan labor market on employees’ work performance and innovation skills. The research employed a case study based on qualitative research designs. The study group consists of 18 participants selected with maximum diversity from 150 participants who participated in the training program based on regional human resources development standards in the Kazakhstan labor market. The training was carried out between October and December in 2024 based on the Rapid Foresight (RF) methodologies. During the training, basic stages such as preliminary preparation, in-house analyses, foresight sessions, scenario development, and result reporting were implemented, and future competency maps, strategy drafts, and projection scenarios were formed with the participants. The data were collected using a semi-structured interview form developed by the researchers and subjected to content analysis. The research results revealed that training based on regional human resources development standards implemented in the Kazakhstan labor market had positive effects on employees’ work performance and innovation skills. The participants showed significant improvements in areas such as time management, problem-solving, strategic thinking, and teamwork. The practical and interactive structure of the trainings deepened the learning process and transformed individual gains into institutional success. In this context, it is recommended that future training programs be structured according to sectoral needs, enriched with individual mentoring support, and cover areas such as digital literacy and crisis management. Training should be considered a key to not only individual but also regional development. © 2025, Association for Social Studies Educa. All rights reserved.

In modern higher education, digital technologies have reshaped the learning environment, offering new opportunities to enhance student engagement and achievement. This study examines the impact of diverse digital tools and platforms on multiple dimensions of student outcomes. A quantitative research design was employed, using a structured questionnaire administered to students from four universities. Of the 500 distributed surveys, 406 valid responses were analyzed after excluding incomplete submissions. Data collection took place online over a three-day period, and statistical analyses were conducted using the Statistical Package for the Social Sciences (SPSS) to explore patterns and relationships. The results highlight the significant role of digital tools in enriching learning experiences and academic performance. Increased access to digital learning platforms correlated with higher academic achievement, while interactive tools were associated with improved student satisfaction. Collaborative platforms enhanced peer learning and knowledge sharing, and real-time feedback mechanisms in assessments supported better academic performance. Furthermore, multimedia resources facilitated deeper comprehension and critical thinking, while digital simulations strengthened practical skill acquisition. This research provides new insights into the value of digital interventions in higher education and proposes a practical framework for educators and institutions to maximize the benefits of technology-enhanced learning. © 2025 Informa UK Limited, trading as Taylor & Francis Group.