A novel systematic macroscopic approach: Identifying secondary school students’ learning psychological states through multimodal data application and advancing education and educational reform

Xinyu Ni ,Baoyuan Yin

doi:10.24294/jipd.v8i9.8037

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A novel systematic macroscopic approach: Identifying secondary school students’ learning psychological states through multimodal data application and advancing education and educational reform

Xinyu Ni

Baoyuan Yin

Journal of Infrastructure Policy and Development 2024, 8(9), 8037; https://doi.org/10.24294/jipd.v8i9.8037

Submitted：17 Jul 2024

Accepted：17 Jul 2024

Published：04 Sept 2024

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Abstract

In the dynamic landscape of modern education, it is essential to understand and recognize the psychological habits that underpin students’ learning processes. These habits play a crucial role in shaping students’ learning outcomes, motivation, and overall educational experiences. This paper shifts the focus towards a more nuanced exploration of these psychological habits in learning, particularly among secondary school students. We propose an innovative assessment model that integrates multimodal data analysis with the quality function deployment theory and the subjective-objective assignment method. This model employs the G-1-entropy value method for an objective evaluation of students’ psychological learning habits. The G-1-entropy method stands out for its comprehensive, objective, and practical approach, offering valuable insights into students’ learning behaviors. By applying this method to assess the psychological aspects of learning, this study contributes to educational research and informs educational reforms. It provides a robust framework for understanding students’ learning habits, thereby aiding in the development of targeted educational strategies. The findings of this study offer strategic directions for educational management, teacher training, and curriculum development. This research not only advances theoretical knowledge in the field of educational psychology but also has practical implications for enhancing the quality of education. It serves as a scientific foundation for educators, administrators, and policymakers in shaping effective educational practices.

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References

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