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Interactive teaching is very popular in the field of education, especially in college preschool education teaching. In this study, the experimental performance of the evaluation system based on scientific emotion construction is analyzed by the machine learning algorithm. The experimental results show that the classification model realized by the machine learning algorithm is feasible and effective for the construction of an interactive design teaching evaluation system of preschool education in colleges and universities. The main research content of this experiment is for the teaching evaluation text, this paper intends to use NB, KNN, LR, and SVM algorithms as the meta-learning algorithm in the framework, the classification effect of the meta-classifier is ranked as SVM > LR > KNN > NB. From the above data comparison, the SVM meta-classifier in the algorithm in this paper has achieved the best classification effect. The SVM meta-classifier based on the algorithm in this paper performs well, and the classification accuracy rate reaches 92.1%. This shows that this model is very suitable for studying the. And the classification accuracy rate reaches 92.1%. This shows that this model is very suitable for studying the construction of interactive teaching evaluation systems under emotional education. • The experimental results show that the classification model realized by machine learning algorithm. • This shows that this model is very suitable for studying the construction of interactive teaching. • The main research content of this experiment is for the teaching evaluation text. • This paper intends to use NB, KNN, LR and SVM algorithms as the meta-learning algorithm. [ABSTRACT FROM AUTHOR]

As many services convert to digital based on human-machine communication technology, older adults face considerable challenges. With the goal to identify ways to design digital services that are easier for older adults to use, this paper uses the strategy of making self-ordering kiosks more similar to the original version (i.e., paper menu) focusing on three familiarity design approaches: representation, manipulation, and organization. A 2 (skeuomorphic vs. flat design) x 2 (hierarchical vs. linear navigation structure) between-subject design experiment was conducted with individuals aged over 65 years (N = 60). Participants perceived that the skeuomorphic design was easier to use compared to the flat design, and the linear navigation structure increased perceived self-efficacy, usefulness, and intention to use compared to the hierarchical navigation structure. Participants also completed the tasks more quickly in the skeuomorphic design (vs. flat design) and linear navigation structure (vs. hierarchical structure) conditions. Interaction effects suggest that the task completion time was further reduced when skeuomorphic design was used with a linear navigation structure. Furthermore, fewer people requested assistance when they used a linear navigation structure. Serial multiple mediation results showed that the influence of linear navigation structure on intention to use was mediated by perceived self-efficacy and usefulness. • Skeuomorphic design offers better user experience for seniors than the flat one. • Linear navigation structure offers better user experience for seniors than the hierarchical one. • Combining skeuomorphism and linear structure decreases the task completion time. • The effect of linear navigation structure on intention to use is mediated by self-efficacy and perceived usefulness. [ABSTRACT FROM AUTHOR]

At present, ubiquitous learning has been becoming an important learning style for college students. However, the current studies on ubiquitous learning mostly focus on aspects such as communication and data interaction methods, while ignoring students' academic emotions. In this paper, we propose an individual adaptive ubiquitous learning paradigm that focuses on college students' academic emotions. The paradigm collects and analyses students' academic emotions to grasp student's individual characteristics. Then, the adaptive planning and adjusting learning contents is beneficial for improving students' academic emotions and enhancing the ubiquitous learning effects, initiative and concentration. In this study, the 2-year-long comparative experiments and tracking analyses were conducted from four aspects: academic grades, average study hours in after-school spare time, academic emotions status and classroom participation. The experimental results show that the individual adaptive ubiquitous learning paradigm proposed in this paper has significant positive effects and impacts on college students' learning outcomes, initiative, engagement and academic emotions. • An individual adaptive ubiquitous learning paradigm considering the impact of academic emotions is proposed. • The paradigm focuses on academic emotions to adaptively adjust individual learning content. • Academic emotions analysis and adjustment algorithms are designed to improve learning outcomes. [ABSTRACT FROM AUTHOR]

Workplace cyberbullying is a significant problem in higher education institutions. This paper examines faculty self-reports based on victimization, coping, gender, and the Big 5 Personality traits. A cross-sectional survey was distributed via Qualtrics to obtain the perceptions of 179 faculty members. Prevalence results indicated that faculty victims experienced cyberbullying from colleagues/peers, administrators, staff, students, and external members. Results also demonstrate that university faculty are unaware of resources to address cyberbullying. The study found evidence of gender differences in cyberbullying victimization in higher education. Agreeableness and neuroticism were also related to experiencing workplace cyberbullying. The article concludes with a discussion of the study's implications and potential areas of future research. • Most faculty experienced cyberbullying from colleagues/peers, administrators, and students. • Cyberbullied faculty are not likely to report the incident, which make it difficult to be addressed in the future. • Females are more likely to experience cyberbullying across relationship types in comparison to male faculty members. • The personality traits of agreeableness and neuroticism related to workplace cyberbullying. [ABSTRACT FROM AUTHOR]

With the exponential growth of new technology, it is timely that social psychologists continue to develop new and effective solutions to old but existing problems, including prejudice. One such solution is virtual reality (VR). This critical review examines VR as a promising new media tool to reduce prejudice and improve intergroup relations. Unlike traditional prejudice reduction strategies, VR provides researchers with a high degree of experimental control and flexibility. However, VR prejudice reduction research is in its infancy, and a myriad of challenges have emerged, including the: i) difficulty of cross-study comparisons and navigation of existing literature due to lack of standardized VR methodologies; ii) limitations of adapting traditional prejudice reduction strategies into VR; and iii) the lack of measurement of behaviors. This paper critically evaluates each of these limitations and, in doing so, proposes a new working framework incorporating two dimensions, the: i) VR input device, and ii) level of interactivity and mobility in the VR environment. This framework attempts to address the lack of standardization of immersion and presence in current VR research by helping guide future VR researchers to better identify the type of research they are conducting, evaluate existing research findings, and thus make cross-comparisons in VR prejudice reduction findings more meaningful. • Highlights three main limitations of current VR prejudice reduction strategies. • Conceptual framework is developed to standardize the immersion and presence in VR. • Solutions to address the limitations of VR prejudice research is proposed. • Call attention to the importance of VR as a research tool to measure prejudice. • Future directions of VR prejudice reduction research are outlined. [ABSTRACT FROM AUTHOR]