Advancements in digital humans for recorded courses: enhancing learning experiences via personalized interaction
Peer-Reviewed Publication
Updates every hour. Last Updated: 13-Dec-2025 23:11 ET (14-Dec-2025 04:11 GMT/UTC)
In recent years, significant advancements in educational technology, particularly the rise of online learning platforms, have transformed the way students engage with educational content. This study developed an intelligent digital human-based teaching system that leverages the capabilities of large language models to provide personalized, interactive, and real-time support.
A synthesis of four studies showcasing how to use artificial intelligence technologies to design collaborative learning scenarios that have implications.
Recently, a study led by Professor Qiran Zhao from the College of Economics and Management, China Agricultural University, for the first time incorporated physical fitness tests into the evaluation system. By analyzing the implementation effect of China’s Nutrition Improvement Program (NIP) for rural compulsory education students, the study provides a new perspective for optimizing SFPs worldwide, especially in African countries. The related article has been published in Frontiers of Agricultural Science and Engineering (DOI: 10.15302/J-FASE-2025611).
Young researchers in mathematics and computer science from all over the world can apply for one of the 200 exclusive spots to participate in the Heidelberg Laureate Forum (HLF), an annual networking conference. The HLF offers all accepted young researchers the unique opportunity to interact with the laureates of the most prestigious prizes in the fields of mathematics and computer science. Traditionally, the recipients of the Abel Prize, the ACM A.M. Turing Award, the ACM Prize in Computing, the Fields Medal, the IMU Abacus Medal and the Nevanlinna Prize engage in cross-generational scientific dialogue with young researchers in Heidelberg, Germany.
What factors help English learners (ELs) succeed in schools? In a study of top performing New York City high schools serving immigrant ELs, researchers linked three conditions—teacher autonomy, collaboration, and collective responsibility—to higher credit attainment.