Pop Culture Art as Educational Bridge: Connecting Generations through Games and Animation Movies in Classroom Environment
Bibliographic record
Abstract
This article seeks to shed light on the use of content from pop culture found in audiovisual media, especially those that have great appeal to younger generations. Starting the discussion from the critical principle that visual media today have enormous popularity among different age groups in our society, we seek to understand how the visual elements of pop culture were being engendered in a generalized way around the world. Based on these perceptions, we will understand how such elements can be used in the classroom as a pedagogical instrument with the use of theories of culture semiotics and edu-semiotics, where socio-cultural references will be verified in the perspective of creating bridges between students and teachers, carrying out a process known as the transgenerational process. Finally, the article contemplates the use of pop culture as an instrument of education and arts by presenting its essence, called heART, where artistic elements and social connection are essential to maintain a society in the constant flow of exchange of ideas and consequent life. In conclusion, it is clear that pop culture is still underutilized in educational contexts and that its achievements for the exchange of experiences with different generational peers are enormous.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.002 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".