This study explored the incidence of metaphorical virtual classrooms and interactive learning objects in the interaction of students in online mode. The main objective was to analyze how these digital tools, driven by a set of strategies to promote their use, affect the interaction of students in the virtual classroom system and their derived effects. To this end, the latest version of Moodle was implemented in conjunction with gamification plugins and interactive tools in the higher education institution used as a case study. The methodology consisted of data collection through ordinal instruments applied to the teachers and student performance metrics gathered using a plugin developed to extract accurate metrics of each student's usage and performance through direct queries to the Moodle database and its processing through a neural network. This facilitated the collection of standardized data on the actual metrics of each virtual classroom at the end of the teaching of each subject from both the previous LMS and the newly implemented one. This data was then analyzed using advanced statistical techniques, including Mahalanobis distances, confirmatory factor analysis, and the Wilcoxon signed-rank test. These methods provided a compelling comparison between the old and new systems, revealing significant improvements in the metrics and factors evaluated. The results showed a significant improvement in teachers' perceptions of the usability of the virtual classroom system and an increase in students' academic performance, interaction, progress, and time spent learning in virtual contexts. These results provide solid empirical evidence of the added value of these educational tools as effective strategies for improving student interaction, performance, and motivation in online education.

This enables the chip to regulate the voice recognition function of the gadget, leading to a more natural and human-like process. Integrating this technique into the English language voice recognition system can greatly improve its precision in identifying the speech of a particular person. This research seeks to investigate and create an automatic error detection technique for an embedded speech instruction recognition system for English using artificial intelligence. The study commences with a conventional introduction to artificial intelligence, thereafter delving into a comprehensive investigation of the speech recognition algorithm. The MATLAB programme is used to determine the accurate number of words recognised by the system and its accuracy rate. The embedded teaching recognition system for English is then tested in different contexts to assess its performance. Several tests are performed to compare and analyse the results, which indicate that the integrated English voice recognition system achieves an accuracy rate of over 90% and has a low error rate in a calm environment. In a bustling environment with numerous auditory stimuli, the accurate recognition rate typically exceeds 60%.

The unprecedented production and sharing of data, opinions, and comments among people on social media and the Internet in general has highlighted sentiment analysis as a key machine learning approach in scientific and market research. Sentiment analysis can extract sentiments and opinions from user-generated text, providing useful evidence for new product decision-making and effective customer relationship management. However, there are concerns about existing standard sentiment analysis tools regarding the generation of inaccurate sentiment classification results. The objective of this paper is to determine the efficiency of off-the-shelf sentiment analysis APIs in recognizing low-resource languages, such as Greek. Specifically, we examined whether sentiment analysis performed on 300 online ordering customer reviews using the Meaning Cloud web-based tool produced meaningful results with high accuracy. According to the results of the study, we found low agreement between the web-based and the actual raters in the food delivery services related data. However, the low accuracy of the results highlights the need for specialized sentiment analysis tools capable of recognizing only one low-resource language. Finally, there is a significant need for the creation of industry-specific lexical resources that provide decision-makers with valuable insights.

This study investigated how different gamification elements in mobile apps influence users' basic psychological needs (autonomy, competence, relatedness) and subsequent engagement outcomes. Survey data was analyzed using PLS-SEM. Social gamification elements enhanced autonomy and competence needs, while immersive elements boosted autonomy and relatedness. Achievement/progression components increased competence and relatedness perceptions. Interestingly, personal traits did not significantly impact psychological needs. Crucially, satisfying autonomy and relatedness predicted higher user satisfaction and continued usage intentions, highlighting their importance for sustained engagement. Competence influenced satisfaction but not continuance intention. The findings demonstrate the motivational roles of distinct gamification features in fostering need-supportive experiences. Designers should incorporate varied social, immersive, and achievement components to address users' psychological requirements holistically. Prioritizing autonomy and relatedness support appears vital for achieving enjoyable, self-motivated, and persistent user engagement across gamified systems and domains. The study provides actionable insights for optimizing motivational affordances through psychologically-informed gamification implementations.

Density is a crucial parameter for quantitatively describing the physical properties of liquids. It serves as an important indicator for scientific research, production process control, pipeline transportation, and other aspects. In oil pipeline transportation and raw material processing, real-time online measurement of liquid density is of great significance. This paper analyzes the working principle of an on-line vibrating tube densitometer and derives the fitting equation for temperature, pressure, and density；it also conducts experiments with an on-line vibrating tube liquid densitometer and establishes a traceability chain for the experimental device. The experimental setup includes a desktop densitometer system, a multi-temperature field constant temperature stirring system, a walk-in constant temperature box, an automatic blowing system, and a frequency acquisition and calculation system. The uncertainty of the device's evaluation is U= 0.08kg/m3, k=2.The experimental research on the on-line vibrating tube liquid densitometer can be carried out within the range of (650~1400) kg/m3, (10~70)℃, (0~50)bar the metrological performance of the vibrating tube densitometer can be researched by utilizing the straight tube type and the elbow type on-line vibrating tube densitometer. A preliminary study was conducted on the effects of different densities, temperatures, and pressures on the vibrating tube system's vibration cycle. The fit coefficient and error were calculated, and the experimental results were compared to the theoretical analysis to confirm the device's conformity. The study verified the device's scientific and reasonable design, and demonstrated that it is feasible to use the device for follow-up research.

Background: This study addresses the burgeoning impact of Large Language Models (LLMs) such as ChatGPT on the integrity of online examinations and seeks to demonstrate latent and advanced LLM reasoning capabilities. The research devises an iterative self-reflective strategy for invoking critical thinking and higher-order reasoning in LLMs based on multimodal exam questions using visuals and text. Methods: The proposed strategy was demonstrated and evaluated on real exam questions by subject experts and the performance of ChatGPT (GPT-4) with vision was estimated on an additional dataset of 600 text descriptions of multimodal exam questions, focusing on its response to complex, visual, and textual prompts. Results: The results indicate that latent multi-hop reasoning capabilities can be invoked using the proposed self-reflective strategy, which can effectively steer ChatGPT towards correct answers by integrating critical thinking from each modality into the final response. Meanwhile, ChatGPT demonstrated considerable proficiency in being able to answer multimodal exam questions across 12 subjects. Conclusions: This work challenges findings from recent studies which claim that existing LLMs are unable to reason on complex multimodal tasks, and therefore this study underscores the need for enhanced online exam security measures like proctoring software, that can mitigate the potential misuse of AI technologies in educational settings.