An Investigation of a Customizable Entertaining Animated E-Book: A Gender Difference Perspective
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Game-based learning, electronic books (e-books), and animations offer different advantages and serve distinct purposes. Consequently, this study aimed to propose an entertaining animated e-book by seamlessly integrating these three information technologies. Additionally, customization was incorporated into the entertaining animated e-book to accommodate learners’ diverse preferences. In other words, a Customizable Entertaining Animated E-book (CEAE) was implemented in this study, which also aimed to investigate the influences of gender differences on their reactions to the CEAE. Results indicated that the CEAE could reduce gender differences, in terms of test performance and task performance. However, differences between males and females still existed in learning behavior and gaming behavior. More specifically, males and females preferred to use different scaffolding hints and choose different gaming modes. Based on these findings, we introduced a framework, which could work as a valuable reference for instructors to implement e-books, GBL, and animations in educational settings. This framework could also provide guidelines for designers to personalize entertaining animated e-books.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.005 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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 it