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关键词： Students  

摘要： Online education is increasingly becoming a primary method for teachers and students to conduct regular teaching and learning in the post-pandemic era. Consequently, understanding students' engagement in online learning and its influencing factors is especially pivotal. This research aims to investigate the current status of online learning and its influencing factors among undergraduate computer science students at universities and suggests optimization strategies for online education. The study employs the TPACK model, behaviorist learning theory, learning engagement theory, and situated cognition learning theory as its theoretical foundation. A research framework was devised, encompassing student characteristics , multidimensional online learning engagement and key influencing factors. Research on undergraduates revealed a significant positive correlation between the duration of online learning and online learning engagement, while the impacts of gender, home location, and major were limited. Self factors of students, such as subjective intent, attitudes, and motivation, played a crucial role in affecting engagement levels. Interactions with teachers and peers, teaching methodologies, and feedback were intimately linked with students' emotional engagement. Based on these findings, recommendations include establishing a module to foster students' self-motivation, enhancing online interactions between educators and students, refining technical support and platform experience, and bolstering the evaluation and feedback on learning outcomes. This research offers empirical evidence to further comprehend and refine online education. © 2023, The Authors. All rights reserved.

摘要： Preface: The 8th Mathematics, Science, and Computer Science Education International Seminar (MSCEIS 2021), AIP Conference Proceedings, Volume 2734, Issue 1, 17

关键词： Glucose  

摘要： Objective. The ‘Problematic Paper Screener’ (PPS, WCRI’22, https://***/10.48550/arXiv.2210.04895) flagged 12k+ questionable articles featuring tortured phrases, such as ‘glucose bigotry’ instead of ‘glucose intolerance.’ It daily screens the literature for ‘fingerprints’ from a list of 4k tortured phrases known to reflect nonsensical paraphrasing with synonyms. We identified a concentration of ‘tortured articles’ in IEEE conferences and reported our concerns in November 2022 (https://***/?p=127299). This WCRI submission unveils ‘tortured conference series’: questionable articles that keep being accepted in successive conference editions. Method. We analysed data from the ‘Tortured detector’ of the PPS (https://***/PPS-tortured). The considered corpus includes articles from conference proceedings flagged with 5+ tortured phrases (n = 3848). We grouped the records by publisher and by conference. For each conference, we calculated the yearly (i.e., per edition) number of tortured articles included in the conference proceedings. Results. The 3848 tortured articles were published over 2008–2023 in the conference proceedings of 11 publishers. Those publishing 10+ tortured articles are: IEEE (n = 3227;84%), IOP Publishing (n = 314;8%), AIP Publishing (n = 233;6%), ACM (n = 45;1%), and Atlantis Press (n = 10;© 2023, CC BY.

关键词： Machine learning   Drug discovery   Computer science  

摘要： Companies say the technology will contribute to faster drug development. Independent verification and clinical trials will determine whether this claim holds up.

摘要： An increasing number of CS researchers are employed in academic non-CS departments where publication output is measured in terms of journal impact factors. To foster recognition of publications in peer-reviewed CS conference proceedings, we analyzed more than 40,000 CS publications and computed journal impact factors for 88 top-ranking conferences across a representative range of fields, finding that some conferences have impact factors corresponding to those of high-ranking journals. Copyright © 2023, The Authors. All rights reserved.

关键词： Machine learning   Computer science   Publishing   Peer review  

摘要： A world of AI-assisted writing and reviewing might transform the nature of the scientific paper.

关键词： Environmental sciences   Climate change   Computer science  

摘要： Letter to the Editor

摘要： In the recent few years, ICT Tools are popular in education to increase student’s knowledge and interest. There is still lack of awareness of what kind tools are available. This paper presents a review of some applications/tools used for educational purposes and to improve student’s educational growth and knowledge especially for computer engineering students. In this digital world, tools like animation, polls, quizzes, etc. are very amazing thing to include as part of subject activity. We wrote in this paper about different ICT tools along with their pros and cons to help faculties to decide the type of tool they can embed with their teaching learning methodologies according to their subject need.

关键词： Students  

摘要： Although many Computer Science (CS) programs offer cybersecurity courses, they are typically optional and placed at the periphery of the program. We advocate to integrate cybersecurity as a crosscutting concept in CS curricula, which is also consistent with latest cybersecurity curricular guidelines, e.g., CSEC2017. We describe our experience of implementing this crosscutting intervention across three undergraduate core CS courses at a leading technical university in Europe between 2018 and 2023, collectively educating over 2200 students. The security education was incorporated within CS courses using a partnership between the responsible course instructor and a security expert, i.e., the security expert (after consultation with course instructors) developed and taught lectures covering multiple CSEC2017 knowledge areas. This created a complex dynamic between three stakeholders: the course instructor, the security expert, and the students. We reflect on our intervention from the perspective of the three stakeholders – we conducted a post-course survey to collect student perceptions, and semi-supervised interviews with responsible course instructors and the security expert to gauge their experience. We found that while the students were extremely enthusiastic about the security content and retained its impact several years later, the misaligned incentives for the instructors and the security expert made it difficult to sustain this intervention without organizational support. By identifying limitations in our intervention, we suggest ideas for sustaining it. © 2023, CC BY-NC-ND.