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Coping styles, school resilience, self-compassion, and trait anxiety of adolescents in Singapore: A person-centered approach
No full textExamining coping processes in Asian contexts is vital to supplement the scant literature focusing on stress management beyond Western paradigms. The present study utilised a person-centered approach to investigate whether adolescents could be differentiated according to their coping styles in relation to academic and social stressors, as well as the relationships of these profiles with key determinants of school functioning, such as trait anxiety, school resilience and self-compassion. The analytic sample consisted of 712 secondary school students in Singapore. The results of cluster analysis conducted on the students’ survey responses yielded four distinctive clusters of coping profiles that were consistent across academic and social stressors: (1) Passive Coping, (2) Active Coping, (3) Relational Coping, and (4) Isolated Coping. Active and relational coping profiles were found to be more adaptive in relation to the outcomes examined in the study
Enhancing the static stability of older adults: A study on foot sole vibration intensities and locations
No full textBackgroundFalls are a major public health concern for older adults, driven by age-related declines in somatosensory feedback which is critical for postural stability. Plantar vibratory stimulation may enhance balance, yet the optimal parameters remain unclear.Research questionHow may different foot sole vibration intensities and locations improve static stability in older adults?MethodsEighteen healthy older adults (aged 66.6 ± 3.1 years) received mechanical vibrations at 0 %, 90 %, and 130 % of their sensory threshold, applied to the forefoot & heel (F&H) and midfoot (MF) of both feet, in eyes-open (EO) and eyes-closed (EC) conditions. Static stability was assessed using center of pressure (COP) metrics, including sway velocity, average sway amplitude, and sway area in the anterior-posterior (AP) and mediolateral (ML) directions.ResultsCompared to 0 %, both 90 % and 130 % intensities significantly reduced total sway velocity, AP sway velocity, ML sway velocity, and AP sway amplitude (p SignificanceModerate vibration intensities enhance static stability across different foot sole locations, suggesting that footwear and insoles incorporating vibration may serve as potential strategies for fall prevention among older adults.Accepted versio
Investigating the authenticity of texts generated by ChatGPT: A multidimensional and machine learning analysis
No full textSituational authenticity, also known as authenticity, content validity, or context validity, is a significant feature of language assessment tools, which generally refers to the correspondence between the characteristics of a test task and the language use in the target language use (TLU) domain. Such correspondence can be quantitatively assessed by means of methods such as factor analysis.The main objective of this study is to investigate the authenticity of texts generated by ChatGPT 4.0, a large language model (LLM) developed by OpenAI and thus their suitability for inclusion in language examinations from the perspective of corpus linguistics. I extracted 1,558 academic texts from the Corpus of Contemporary American English (COCA) and constructed a parallel corpus using ChatGPT, containing an equal number of texts. To investigate the situational authenticity of LLM-generated texts, I first used Nini’s (2019) Multidimensional Analysis Tagger (MAT) to tag the 3,116 texts, followed by the application of Biber’s (1988) genre analysis method, known as Multidimensional Analysis (MDA) to examine their linguistic features. In addition, machine learning techniques (e.g., logistic regression, neural networks) were employed to classify the origins of the texts (whether they are human-authored or AI-generated).The MDA results revealed noticeable linguistic differences still between the AI-generated content and texts driven from the COCA corpus. Dimension 1 and Dimension 4 of COCA corpus closely align with Biber’s (1988) framework, while only Dimension 1 of GPT corpus shows alignment with Biber’s model. Dimension 4 in GPT corpus display a specific structure of underlying linguistic features, thus being labeled as “Specialized GPT Academic Production.”Furthermore, machine learning models effectively differentiated the two corpora, with both logistic regression and neural network models achieving high accuracy and precision, reaching 0.99. These results question the authenticity of AI-generated texts due to its failure in replicating register-specific linguistic features.<p
Realizing visual question answering for education: GPT-4V as a multimodal AI
No full textEducators and researchers have analyzed various image data acquired from teaching and learning, such as images of learning materials, classroom dynamics, students’ drawings, etc. However, this approach is labour-intensive and time-consuming, limiting its scalability and efficiency. The recent development in the Visual Question Answering (VQA) technique has streamlined this process by allowing users to posing questions about the images and receive accurate and automatic answers, both in natural language, thereby enhancing efficiency and reducing the time required for analysis. State-of-the-art Vision Language Models (VLMs) such as GPT-4V(ision) have extended the applications of VQA to a wide range of educational purposes. This report employs GPT-4V as an example to demonstrate the potential of VLM in enabling and advancing VQA for education. Specifically, we demonstrated that GPT-4V enables VQA for educational scholars without requiring technical expertise, thereby reducing accessibility barriers for general users. In addition, we contend that GPT-4V spotlights the transformative potential of VQA for educational research, representing a milestone accomplishment for visual data analysis in education
Multimodality of AI for education: Towards artificial general intelligence
No full textThis paper addresses the growing importance of understanding how multimodal AGI can be integrated into educational practices. We first reviewed the theoretical foundations of multimodality in human learning, encompassing its concept and history, dual coding theory and multimedia theory, VARK multimodality, and multimodal assessment (section II-A). After that, we revisited the essential components of AGI, particularly focusing on the multimodal nature of AGI that distinguished itself from ANI. Based on its conversational functionality, multimodal AGI is considered an educational agent already tested in various educational situations (section II-B). And how significant text, image, audio, and video modalities are for education, the technological backgrounds of AGI for analyzing and generating them, and educational applications of AI for each modality were thoroughly reviewed (sections III-VI). Finally, we comprehensively investigated the ethics of AGI in education, originating from the ethics of AI and specified in three strands - (1) data privacy and ethical integrity, (2) explainability, transparency, and fairness, and (3) responsibility and decision-making. Four possible remedies for the ethical issues were suggested (section VII). The paper also discusses the implications of multimodal AGI for learning theories, current research gaps, and future directions (section VIII). This exploration aims to provide a nuanced understanding of the intersection between AI, multimodality, and education, setting a foundation for future research and development in AGI
《国际中文教育中文水平等级标准》三个评价维度的应用研究 ——以HSK(四级)及HSK 口语考试（中级）为例 (An applied study of the three evaluation dimensions of the Chinese proficiency grading standards for international Chinese language education)
No full text《国际中文教育中文水平等级标准》影响着国际汉语考试体系的建设与发
展,本研究以《标准》提出的“言语交际能力”、“话题任务内容”、“语言量
化指标”三个评价维度为切入点，首先探讨了三维度提出的理论基础。从
Bachman 的交际语言能力理论、任务型语言评估、内容标准与绩效标准三个理
论层面为三维度的提出明确了理论支持。同时，根据其理论内涵及其在《标准》
中的体现构架出分析三维度在试题中的应用程度的分析框架，并对HSK(四级)
及HSK 口语考试（中级）两个考试的样卷进行了分析。本研究将结合文献阅读、
案例研究等方法，全面深入地探讨上述问题。研究结果不仅有助于丰富《标准》
在实际教育中的应用，也将为汉语教育评价体系的改进和发展提供有益的启示
Urea/thiourea imine linkages provide accessible holes in flexible covalent organic frameworks and dominates self‐adaptivity and exciton dissociation
No full textUnraveling the robust self-adaptivity and minimal energy-dissipation of soft reticular materials for environmental catalysis presents a compelling yet unexplored avenue. Herein, a top-down strategy, tailoring from the unique linkage basis, flexibility degree, skeleton electronics to trace-guest adaptability, is proposed to fill the understanding gap between micro-soft covalent organic frameworks (COFs) and photocatalytic performance. The thio(urea)-basis-dominated linkage within benzotrithiophene-based COFs induce the framework contraction/swelling (intralayer micro-flexibility) in response to tetrahydrofuran or water. Adaptability of micro-flexible thiourea-COF with pore hydrophilicity not only contributes to the favorable mass transfer, but also enhances the accessible redox active sites, culminating in nearly 100% removal of micropollutant with low-energy dissipation in wastewater. The incorporating urea/thiourea into imine linkage facilitates polarization reduction and exciton dissociation within skeleton wall, inducing strong localization for holes. This transformation facilitates interchain charge transport and unbalanced distribution conducive to oxidative holes-mediated micropollutant decomposition
Motor proficiency as a predictor of physical activity and sedentary behavior in young adults: Insights from accelerometer-derived and self-reported measures
No full textThe open access publication is available at https://doi.org/10.1016/j.jesf.2025.06.007ObjectivesTo determine the associations of motor proficiency (MP) with physical activity (PA) and sedentary behavior (SB) in young adults who are facing elevated risks of physical inactivity and underdeveloped motor competence nowadays.MethodsUsing a cross-sectional design, 103 university students aged 18–21 years were recruited in China for this study. MP was assessed using the Bruininks-Oseretsky Test of Motor Proficiency (2nd Edition). The time spent in PA (light PA [LPA] and moderate-to-vigorous PA [MVPA]) and SB were measured using both ActiGraph GT3X + accelerometers (worn for 7 consecutive days) and the Chinese version of the International Physical Activity Questionnaire-Short Form. PA and SB were compared by different MP levels (i.e., below average [MP-below] and at or above average [MP-above]) and gender. The associations of MP with accelerometer-derived and self-reported PA and SB outcomes and the agreement between the two measures were further ascertained.ResultsOut of the 100 participants with valid data for analyses (73 females, 27 males; mean aged 19.76 ± 1.06 years), the MP-above group engaged significantly more in PA and less in SB than the MP-below group. Males performed significantly better than females on MP and spent less time on LPA (both p ConclusionsMP is an independent predictor of PA and SB in university students, with males performing better in MP than their female peers. Developing effective and tailored programs that improve MP is important when promoting PA and health among young adults, particularly those with poor MP and females
AI-empowered health coaching for university students: A mixed-method process evaluation [Published]
No full textBackground:
Artificial Intelligence (AI)-empowered health coaching (HC) has the potential to enhance HC effectiveness by providing real-time, evidence-based support. However, integrating AI into live HC sessions presents challenges, particularly in retrieval accuracy, usability, and engagement. This study evaluates the feasibility of an AI-empowered HC intervention by examining human–AI interaction within a pilot randomized controlled trial.Methods:A process evaluation was conducted using a mixed-methods approach, combining focus group discussions and post-trial quantitative assessments. We explored (i) health coaches’ receptivity to AI-empowered HC before the trial, (ii) their engagement and acceptance of the AI-powered Question/Answer (Q/A) system during the trial, and (iii) their recommendations for improvements.Results:Health coaches expressed positive attitudes toward the AI-empowered HC model, particularly appreciating its ability to provide factual, evidence-based responses. However, engagement was hindered by challenges such as irrelevant or insufficiently detailed answers, which sometimes disrupted the HC flow. Specific recommendations for improvement included enhanced retrieval accuracy, expanded answer options, a full session history, session summaries, and a more interactive user interface.Conclusions:While AI-empowered HC holds promise, current limitations in extractive Q/A accuracy must be addressed to improve usability and integration within HC workflows. Future work should focus on refining AI retrieval mechanisms, incorporating personalization features, and expanding its adaptability to diverse HC settings. These findings will inform the development of more user-centered AI-empowered HC model that effectively support human health coaches while maintaining the integrity of client interactions.Accepted versio
Digital gaming and English L2 informal learning in adolescents
No full textBackground: While the educational benefits of gaming on language are increasingly recognized, the precise effects of gaming as a function of important factors such as gender and game genre as well as potential nonlinear effects remain unclear.Methods: High school students’ (N = 125, ages 16-18), gaming habits, English L2 achievement and self-concepts were measured and modelled using path analysis.Results: Gender differences were observed. The linear positive effects of gaming were stronger for females than for males, suggesting that gaming frequency increases female English L2 achievement in an equally incremental manner. However, convex nonlinear effects were stronger for males than females, suggesting a threshold effect model where much higher gaming frequencies are needed to positively impact male English L2 achievement. Game genre was not detected as moderator of linear or nonlinear effects.Conclusion: The findings challenge prevailing negative stereotypes about gaming’s societal value and highlight its potential as a supplementary language-learning tool with implications for leveraging gaming in gender-inclusive ways