<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>This study explores the application of information fusion technology in teaching art and design majors in colleges and universities, aiming to improve the teaching effect and students’ practical ability. The study adopts the flipped classroom teaching model and combines the multiple linear regression method to analyze the effectiveness of the teaching model. The model includes three stages: teaching preparation, teaching process and teaching reflection. The practice teaching system includes online and offline integration of on-campus practice, humanistic literacy practice, on-site participation practice and other multivariate systems. The study results showed that the students who adopted this teaching model scored 4.237, 4.388, and 4.186 (out of 5) in learning self-efficacy, learning adaptability, and learning engagement, respectively, indicating that the students were in the middle to upper level in these areas. The results of regression analysis showed that learning self-efficacy and learning adaptability had a significant positive effect on learning engagement. The conclusion indicates that the application of information fusion technology can significantly improve the learning self-efficacy, learning adaptability and learning engagement of art and design majors, thus improving the quality of teaching and students’ practical ability. This provides new perspectives and methods for teaching art design majors in colleges and universities.</p>
</abstract>

This study explores the application of information fusion technology in teaching art and design majors in colleges and universities, aiming to improve the teaching effect and students’ practical ability. The study adopts the flipped classroom teaching model and combines the multiple linear regression method to analyze the effectiveness of the teaching model. The model includes three stages: teaching preparation, teaching process and teaching reflection. The practice teaching system includes online and offline integration of on-campus practice, humanistic literacy practice, on-site participation practice and other multivariate systems. The study results showed that the students who adopted this teaching model scored 4.237, 4.388, and 4.186 (out of 5) in learning self-efficacy, learning adaptability, and learning engagement, respectively, indicating that the students were in the middle to upper level in these areas. The results of regression analysis showed that learning self-efficacy and learning adaptability had a significant positive effect on learning engagement. The conclusion indicates that the application of information fusion technology can significantly improve the learning self-efficacy, learning adaptability and learning engagement of art and design majors, thus improving the quality of teaching and students’ practical ability. This provides new perspectives and methods for teaching art design majors in colleges and universities.

Information fusion technology helps promote the teaching practice of art design specialty in colleges and universities

Applied Mathematics and Nonlinear Sciences

This work is licensed under the Creative Commons Attribution 4.0 International License.

This study explores the application of information fusion technology in teaching art and design majors in colleges and universities, aiming to improve the...

Information fusion technology helps promote the teaching practice of art design specialty in colleges and universities

Online veröffentlicht: 26. Feb. 2024

Seitenbereich: -

Eingereicht: 12. Jan. 2024

Akzeptiert: 17. Jan. 2024

DOI: https://doi.org/10.2478/amns-2024-0557

Schlüsselwörter
Information integration technology, Flipped classroom teaching model, Multiple systems, Learning self-efficacy

© 2023 Xuemin Wang, published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Information fusion technology helps promote the teaching practice of art design specialty in colleges and universities

Online veröffentlicht: 26. Feb. 2024

Seitenbereich: -

Eingereicht: 12. Jan. 2024

Akzeptiert: 17. Jan. 2024

DOI: https://doi.org/10.2478/amns-2024-0557

SchlüsselwörterInformation integration technology, Flipped classroom teaching model, Multiple systems, Learning self-efficacy

© 2023 Xuemin Wang, published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Schlüsselwörter
Information integration technology, Flipped classroom teaching model, Multiple systems, Learning self-efficacy