通过人工智能驱动的框架提高技术高等教育的跨文化能力.
Qi Zhang1, Mohammad Ismath Ramzy Mohammad Ismail2, Abd Razak Bin Zakaria3
1Department of Educational Foundations and Humanities, Faulty of Education, Universiti Malaya, Kuala Lumpur, 50603, Malaysia. s2125557@siswa.um.edu.my.
Scientific reports
|July 2, 2025
概括
本研究介绍了一种人工智能驱动的框架,用于评估高等教育中的跨文化能力 (IC). 调查结果显示,IC组件与英语语言技能之间存在很强的相关性,突出了有效的教学策略.
科学领域:
- 教育教育教育教育教育教育.
- 人工智能的人工智能
- 跨文化研究跨文化研究
背景情况:
- 跨文化能力 (IC) 对于高等教育的专业发展至关重要.
- 目前在国外教学存在挑战,因为对跨文化沟通能力的关注不足.
- 现有的评估方法可能无法完全捕捉到IC的细微差别.
研究的目的:
- 在高等教育中开发基于人工智能的跨文化能力 (IC) 评估框架.
- 利用人工智能识别有效的教学策略,以增强文化知识.
- 根据IC个人资料对学生进行细分,以进行有针对性的教育干预.
主要方法:
- 利用人工智能方法,包括Apriori算法,模糊逻辑,Sim Rank和MK手段进行IC评估.
- 应用模糊逻辑来量化主观评估的定性感知.
- 雇佣的Sim Rank和MK是基于IC档案的学生绩效分析和细分的手段.
主要成果:
- 总体IC及其组成部分 (态度,知识,技能和意识) 之间发现了显著的关系.
- 知识 (0.972) 和技能A (0.885) 与整体IC的相关性最强.
- 跨文化因素与英语语言能力之间存在积极的关联.
结论:
- 开发的模糊评估模型有效评估大学生的跨文化能力 (IC).
- 人工智能驱动的评估提供了一种强有力的方法来理解和改进IC.
- 发展IC和英语语言能力有相互,积极的关系.
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