Computer-Assisted Instructional Strategies for English Linguistics Courses in a Diverse Educational Management Environment
19 mars 2025
À propos de cet article
Publié en ligne: 19 mars 2025
Reçu: 09 nov. 2024
Accepté: 08 févr. 2025
DOI: https://doi.org/10.2478/amns-2025-0403
Mots clés
© 2025 Li’ao Luo, published by Sciendo
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The pre-test results of the two classes are counted
| Laboratory class(N=36) | Contrast class(N=36) | |||||||
|---|---|---|---|---|---|---|---|---|
| <60 | 60-75 | 75-90 | >90 | <60 | 60-75 | 75-90 | >90 | |
| Study interest | 5 | 15 | 8 | 8 | 9 | 10 | 8 | 9 |
| Learning efficiency | 6 | 11 | 12 | 7 | 8 | 10 | 12 | 6 |
| Combined effect | 3 | 15 | 10 | 8 | 6 | 9 | 10 | 11 |
| Inspirational thinking | 8 | 9 | 10 | 9 | 9 | 10 | 11 | 6 |
| Oral expression | 8 | 11 | 12 | 5 | 7 | 11 | 12 | 6 |
| Master key | 10 | 11 | 10 | 5 | 6 | 13 | 11 | 6 |
| Written expression | 9 | 10 | 12 | 5 | 9 | 12 | 10 | 5 |
| Improve hearing | 10 | 10 | 5 | 11 | 5 | 11 | 10 | 10 |
| Focus | 8 | 13 | 8 | 7 | 8 | 10 | 11 | 7 |
Comparison with the baseline algorithm
| Algorithm | Total energy consumption (108 |
Average task response time(ms) | SLA violation rate (%) | Assembly book (¥) | Average task completion time(103 |
The total number of tasks |
|---|---|---|---|---|---|---|
| LR-MMT | 2.105 | 9.32 | 7.66 | 90124 | 5.24 | 1569 |
| DDQN | 1.989 | 9.61 | 8.09 | 91085 | 5.11 | 1634 |
| A3C-FULL | 1.804 | 8.24 | 7.12 | 90057 | 4.03 | 1657 |
| Cloud resource scheduling strategy based on enhanced learning | 1.637 | 7.55 | 5.25 | 87674 | 3.26 | 1821 |
Experimental results of different hyperparameter Settings
| Hyperparameter setting | Total energy consumption (108 |
Average task response time (ms) | SLA violation rate (%) | Assembly book (¥) | Average task completion time (103 |
The total number of tasks |
|---|---|---|---|---|---|---|
| 2.78 | 8.67 | 17.5 | 95007 | 4.57 | 1896 | |
| 3.34 | 8.23 | 19.4 | 96113 | 4.41 | 1934 | |
| 3.65 | 9.19 | 14.3 | 96742 | 3.66 | 1990 | |
| 2.89 | 8.75 | 20.7 | 95079 | 4.11 | 1745 | |
| 3.21 | 8.46 | 14.1 | 96257 | 3.87 | 1958 |
The total average of both pre-test and post-test
| Premeasurement | Posttest | Z value | Significance P value | ||
|---|---|---|---|---|---|
| Laboratory class | Total Mean | 75.64 | 87.11 | 2.34 | 0.043 |
| Total SD | 19.52 | 15.04 | |||
| Contrast class | Total Mean | 73.83 | 80.47 | 0.37 | 0.097 |
| Total SD | 18.66 | 17.29 | |||
| Z value | 0.13 | 3.45 | P<0.05, Significant difference. | ||
| Significance P value | >0.05 | <0.05 | |||
The results of the survey of the two classes
| Laboratory class(N=36) | Contrast class(N=36) | |||||||
|---|---|---|---|---|---|---|---|---|
| <60 | 60-75 | 75-90 | >90 | <60 | 60-75 | 75-90 | >90 | |
| Study interest | 4 | 3 | 5 | 24 | 6 | 10 | 8 | 12 |
| Learning efficiency | 3 | 6 | 11 | 16 | 3 | 5 | 14 | 14 |
| Combined effect | 3 | 7 | 12 | 14 | 4 | 14 | 8 | 10 |
| Inspirational thinking | 4 | 8 | 9 | 15 | 6 | 4 | 15 | 11 |
| Oral expression | 3 | 5 | 12 | 16 | 7 | 10 | 6 | 13 |
| Master key | 5 | 9 | 7 | 15 | 5 | 6 | 12 | 13 |
| Written expression | 6 | 8 | 10 | 12 | 4 | 7 | 8 | 17 |
| Improve hearing | 1 | 6 | 11 | 18 | 2 | 10 | 12 | 12 |
| Focus | 3 | 7 | 9 | 17 | 4 | 11 | 15 | 6 |
Average performance of pre-test and post-test
| Premeasurement | Posttest | |
|---|---|---|
| Laboratory class | 78.65 | 93.79 |
| Contrast class | 76.23 | 86.35 |