"Observation" and "participation" are the two most important creation modes in the history of documentaries. Both represent different documentary ethics and views of the reality. This paper takes folk culture documentary as an example. It combines folk culture documentary with specific folk culture cases. It analyzes the ways of "observation" and "participation" in folk culture documentary production by showing cultural context, explaining human behavior, and revealing cultural motivation.
This research investigates the relationship between social media engagement and mental health among college students in Beijing, aiming to understand how various aspects of social media use influence emotional well-being. Key variables examined include social media information acceptance, the perceived role of social media, and the degree of dependence on these platforms. A quantitative approach was employed, involving a cross-sectional survey distributed to 400 college students out of which 320 were received. Data were collected using a structured questionnaire measuring social media engagement and mental health indicators. Statistical analysis, including correlation and regression techniques in SPSS, was utilized to explore relationships and identify significant predictors. The study revealed significant correlations between social media information acceptance, the perceived role of social media, and emotional outcomes such as anxiety and depression. Higher levels of social media dependence were associated with poorer mental health indicators. Gender, grade level, and current learning status were found to moderate these relationships. This study contributes to the literature by focusing on specific dimensions of social media use and their impact on mental health among Beijing college students. It provides nuanced insights into the complexities of social media engagement in an academic context and underscores the need for targeted interventions to promote healthy digital habits and support student well-being.
The implementation of gamification in the educational setting has garnered significant interest as a means of augmenting student motivation, engagement, and academic achievements. Nevertheless, the influence of the aforementioned phenomenon has received little empirical attention, particularly in the sphere of educational structured instruction. The relationship between gamification and student outcomes has been insufficiently explored in terms of the mediating role of the interactive learning environment and the moderating role of perceived enjoyment. The purpose of this research was to examine how educational gamification affects students' interest, participation, and the quality of their learning experience. The study also aimed to investigate the mediating effect of an interactive learning environment and the moderating role of perceived enjoyment. The research design used was cross-sectional. The sample size of the study was 280 Chinese students who freely participated in the study were among the participants. Self-administered questionnaires were used to gather the data, and AMOS (Analysis of Moment Structures) software was used to analyze it. To investigate the proposed connections, descriptive statistics, correlation analysis, and structural equation modeling were used. findings of the study showed that gamification has a positive impact on student engagement and motivation. furthermore, these relations are significantly mediated by an interactive learning environment. perceived enjoyment also moderated the relationship between gamification and interactive learning environment. The present study has made a significant contribution to the domain of education by furnishing empirical evidence on the interconnections among gamification in education, student motivation, student engagement, and the interactive learning environment.
Background: The problem of excessive academic burden among adolescents has been hindering the implementation of quality education, and the effective measurement of adolescents' attitudes towards academic burden is particularly important for later research. Objectives: To revise the Academic Burden Attitude Scale so as to increase its convenience for future scholars. Methods: The questionnaire survey method was used to distribute and collect the Academic Burden Attitude Scale compiled by Zhang Feng et al., and 500 (boys = 301, girls = 199) middle school students in Sichuan, China were distributed and collected by exploratory factor analysis. Validation factor analysis was conducted to distribute and recycle 300 (boys = 179, girls = 121) middle school students in Sichuan, China. Results: Through the revision of the Academic Burden Attitude Scale, the Academic Burden Attitude Scale was finally obtained, which consisted of three subscales and a total of 35 items. There were four common factors with a root greater than 1 (1.004 - 4.140) in the cognitive component of academic burden attitude, and the cumulative contribution rate of the scale was 73.703%. The emotional component of academic burden attitude showed three common factors (1.198 - 4.034) with characteristic roots greater than 1, and the cumulative contribution rate of the scale was 73.094%. There were four common factors (1.054 - 4.538) with characteristic roots greater than 1, and the cumulative contribution rate of the scale was 72.236%. The overall reliability of the revised Academic Burden Attitude Scale was 0.929 and the halving coefficient was 0.815, indicating high reliability. The confirmatory factor analysis of AMOS 22.0 was used in each subscale of the questionnaire, and the structural validation analysis values reached the significance standard (P <0.001), and the fitting indicators of goodness reached the suitability standard. Discussion: The 35-item version of the Academic Burden Attitude Scale revised in this study meets the relevant statistical standards and can be used as an evaluation tool for related studies.
The purpose of this study is to evaluate the variations in bodily schooling mastering exceptional junior center college students underneath exceptional rearing modes and to use the specialist gadget primarily based on the synthetic neural community for analysis. The contrast index of gaining knowledge first-rate is an index gadget composed of numerous one-of-a-kind parameters. It is tough to be particular and has apparent fuzziness due to its giant variety and complicated content. There are many obstacles in fixing the contrast hassle using the skill of frequently used assessment methods. This paper proposes an assessment mannequin of junior excessive college students' bodily schooling mastering excellent primarily based on a synthetic neural community specialist system. The purpose of this method is simply to put processed records in a community and generate results by computation, other than by manual computing. It decreases the number of people in the comparative procedure, enhances the credibility of the assessment, and makes the comparative result more enormous and objective. However, the neural community additionally has some limitations. It can obtain international optimization by continuously editing the connection weights between neurons; however, making the community fall into neighborhood minima is convenient.
