In the realm of digital education, traditional virtual reality setups often confine students to basic interactions through devices like a mouse and handheld controllers, limiting immersive learning opportunities, particularly in disciplines requiring multi- modal knowledge such as hospitality and teacher training. Multi-modal knowledge encompasses physical actions, gestures, facial expressions, and other non-verbal communication. This study investigates a novel educational approach that synchronizes physical settings with digital reality scenarios, aided by Al Stereo Cameras (e.g., Apple Vision Pro or MetaQuest), to create a more interactive learning experience. A three-group quasi-experimental design involved 103 Taiwanese students practicing hospitality tasks, such as table service in a simulated Japanese restaurant. The groups included: Group A, handling physical utensils in a real-world-like setting; Group B, controlling virtual utensils with a mouse; and a control group, learning through conventional teaching. Findings reveal that Group A reported significantly better learning outcomes and reduced cognitive load compared to Groups B and C. The reduced cognitive load was attributed to the use of real physical utensils, which minimized the need for students to learn how to navigate virtual utensils using a mouse. The findings underscore the benefits of incorporating physical objects into VR environments, bridging the gap between traditional and digital educational modalities. This approach offers a practical framework for situated learning in educational settings, incorporating embodied and multi-modal learning, and suggesting its broad applicability in improving educational practices and outcomes in the digital age.

In service-oriented disciplines such as Hospitality Management Education and Nursing Education, multimodal elements such as bodily movements and facial expressions play crucial roles in addition to learning through oral instruction and written materials. Current digital reality learning systems provide excellent spaces for situated learning and real-time assessment. However, they often lack an environment that simultaneously considers real-time assessments of physical actions and spatial awareness. This omission can prevent students from effectively applying their learned knowledge in real professional settings, thereby reducing the practicality and effectiveness of their learning. To address this issue, our study has developed a teaching assistance system aimed at enhancing learners' experiences through readily available technologies. We established a new learning environment and model that can be used in the classroom, incorporating the concepts of personas and spatial computation proposed by Apple Vision Pro to facilitate real-time assessment and scaffolded guidance in service-oriented learning. This model, which complements traditional learning methods, supports embodied cognition and situated learning, allowing users to interact simultaneously with the physical environment and digital reality. Students can engage in both language and embodied action exercises within this environment. Through the system's real-time evaluation and feedback, students can immediately reflect and adjust their behavior in a nearly real interaction setting, enhancing their practical experience and thus improving their ability to absorb and apply learned skills. Moreover, students' performances in the digital reality are displayed on a large screen in the classroom, allowing peers in the audience area to simultaneously observe each other's acts, thereby creating a theater-style learning environment. This transformation not only allows students to see their own and others' real-time performances but also shifts their role from mere participants to performers. This shift helps build a sense of responsibility and enhances their motivation to learn. This method was tested in the 'Hospitality Practices and Japanese' course at a university of technology, with results showing significant improvements in learning outcomes in practical courses that require physical and verbal interactions compared to traditional digital realities.

This study explores the impact of digital magic mirrors on student engagement and skill development in vocational education, specifically in the hospitality sector. Traditional classroom-based instruction often fails to connect theoretical knowledge with practical application, leading to insufficient preparation for industry demands. To address this, the research integrates a digital magic mirror into a digital theater room to enhance learning through immersive experiences. A quasi- experimental design involved 60 hospitality students divided into an experimental group using the digital magic mirror and a control group using a general digital learning approach. Learning achievement, engagement, and self-efficacy were measured through pre- and post-tests and a questionnaire. Results showed that the experimental group had significantly higher learning achievement compared to the control group. The digital magic mirror also improved student engagement and skill development. However, no significant differences were found in perceived learning motivation and self-efficacy, with both groups reporting positive experiences. These findings suggest that digital magic mirrors effectively bridge the theory-practice gap in vocational education by providing dynamic learning environments. The study concludes that the proposed digital magic mirror approach can significantly enhance student outcomes and recommends further research on their long-term impacts and broader applicability.

Nowadays, most programming languages support multiple programming paradigms, enabling the choices between them for different application scenarios and even using them together, for example, object-oriented programming for system modeling, event-driven programming for graphical user interface, and functional programming for wrapping actions. However, learning different programming paradigms is quite difficult, especially when they are given as a whole. Recursion is a typical example since it originated in functional programming but was also included in most structured programming languages. As Dijkstra pointed out, learners who are familiar with structured programming tend to think about the control flow of recursion and get confused by how the recursion can be implemented. To address this issue, we developed a methodology along with system software to help novices think of recursive solutions from the definition rather than the implementation.

extension to LLVM for solving the blocking between instruction sink and division-modulo combine,

One of the ways of thinking about how to finish the learning task is through self-dialogue. Doing so enables learners to ask themselves what should they do and evaluate whether it is appropriate from another point of view. However, learners might have difficulties imagining the scenario and interacting with an imaginary person. They may need a scaffolding tool or a person as a partner to practice the self-dialogue. Besides, the ventriloquist phenomenon in education has been noted as beneficial for learning as it could make the learners understands the idea through dialogue. This study proposed a learning approach that allows the learners to use a robot as a ventriloquist doll for practicing self-dialogue and knowledge application to enhance their learning effectiveness. The experiment was conducted by participating 104 undergraduate learners who enrolled in a Japanese Hospitality Management course. The results showed that the approach used a ventriloquist robot to facilitate learning through self-dialogue exhibited significant effects on motivation, anxiety, and better learning outcomes. This study provides a novel area of insight into the use of robots in learning, by integrating digital technology with pedagogical approaches to create an immersive intelligent learning environment and offer a self-dialogue mechanism to foster collaborative learning tasks.

In event-driven programming we can react to an event by binding methods to it as handlers, but such a handler binding in current event systems is explicit and requires explicit reason about the graph of event propagation even for straightforward cases. On the other hand, the handler binding in reactive programming is implicit and constructed through signals. Recent approaches to support either event-driven programming or reactive programming show the need of using both the two styles in a program. We propose an extension to expand event systems to support reactive programming by enabling the automation of handler bindings. With such an extension programmers can use events to cover both the implicit style in reactive programming and the explicit style in event-driven programming. We first describe the essentials of reactive programming, signals and signal assignments, in terms of events, handlers, and bindings, then point out the lack of automation in existing event systems. Unlike most research activities we expand event systems to support signals rather than port signals to event systems. In this paper we also show a prototype implementation and translation examples to evaluate the concept of automation.