This article explores whether there are significant differences in the creativity level of future teachers in teaching design. In virtual reality (VR) and mixed reality (MR) experimental teaching environments, the K-DOCS creative power scale, the flow state scale, and the expert group assessment scale were used to investigate the mediation effect of flow, attention, and meditation on the creativity level. The results indicate that in the MR experimental teaching environment, the three factors have a moderate mediating effect on the creativity level of future teachers (n = 65), and meditation has a certain regulating effect on heart flow (0.175*); In the VR experimental teaching environment (n = 67), only the factor of heart flow has a moderate promotion effect on the creativity level of future teachers (0.822***). The study results indicate that the quality of future teachers' creative instructional design in the MR environment is higher than that in the VR environment. In addition more MR experimental teaching environments should be provided to cultivate the creativity level of future teachers in teaching design.

The construction of business incubator platforms to assist young people who return to their hometowns to launch their own enterprises is urgently needed because youth entrepreneurship is seen as a crucial component of rural revitalization. Based on this, the authors of this study distributed surveys to 468 returning youths in rural startup spaces to gather data, built a structural model, and conducted interviews with 13 entrepreneurial youths to examine the relationship between government policies, services, and the design of rural startup spaces, as well as the self-efficacy of returning entrepreneurial youths and the innovation performance of businesses. The results demonstrate how important government policies are in encouraging youth entrepreneurship in their local communities. It has the potential to enhance both the development of rural crowdsourcing spaces and the self-efficacy of young entrepreneurs, thereby enhancing the innovative capabilities of local entrepreneurial businesses. Therefore, in order to encourage economic development in rural areas, the government should improve pertinent support measures, enhance the development of business incubation platforms, and encourage young people moving back to their hometowns to start their own businesses.

As a private supplementary education activity outside the formal education system, shadow education aims to help students pass exams smoothly and obtain better educational resources. In 2021, The Chinese Government issued “Opinions on Further Reducing the Burden of Students’ Homework and Off-campus Training in Compulsory Education” (referred to as the “double reduction” policy for short). We aim to strengthen the standardization of out-of-school training institutions and stimulate public debate on the Internet. However, research on the double reduction policy and how to guide the reform of shadow education in combination with online public opinion is still lacking. Based on this, the text of the double reduction policy and the popular spots for the development of online public opinion were selected for a text analysis, and a diversified and standardized governance mechanism of China’s shadow education was constructed. The results of this study show that the shadow education reforms need to pay attention to government policy documents and network public opinion, and develop public opinion warning lines. This study can provide the international academic community with information on China’s shadow education reform, providing valuable experience and a reference.

Purpose The purpose of this paper is to study the application ways of extended reality (XR) in teaching, the specific teaching effects and how to implement teaching integration. Design/methodology/approach The study adopts an umbrella review approach, locates and screens 20 pertinent meta-analysis studies published in international journals and conducts a systematic review of the effects of teaching applications of XR technologies in terms of subject categories, education levels and teaching cycles. Findings The study finds that the effects of virtual reality and augmented reality technologies on teaching effectiveness can reach up to 0.723 and 0.951, indicating that XR technologies can improve teaching. Practical implications Through the systematic analysis of 20 related element analysis studies published in international journals, the specific methods and effects of XR technology applied to teaching are finally obtained and put forward the new application trend of XR promoting teaching effect. Originality/value In the past decade, more and more research has also focused on the specific methods and effects of XR technology applied to teaching. However, there are still problems such as unclear technology application path and unclear effect. Based on this, it is necessary to further conduct an overall overview and analysis of the impact of XR technology on teaching effect when it is integrated into teaching, systematically study the teaching effect of XR technology in different education levels and subject types and provide a theoretical basis for more detailed research on XR technology integration into teaching.

技术的革新带动了多维空间的融合和多模态数据的生成,MR技术启动了课堂数学新一轮的交互式革命.人工智能的快速发展与教育应用,也带来了教学中的人机协同.在人机协同以及具身认知等相关理论的支撑下,结合中学数理实验教学案例,建构了基于MR实验的"多模态+人机协同"教学方式,它是一种融合视觉、听觉、触觉等多模态数据,实现师生与智能设备互联,围绕固定教学目标而协同共进的教学.这一教学方式不仅具有数据多模态、人机协同共进等特点,而且应用于MR实验教学中,相对于传统实验和VR实验教学而言,能够更好地激发并培养学生的创新性思维与动手能力.随着"AI+教与学"应用的不断发展,未来"多模态+人机协同"教学的价值与趋势主要在于:依托多情境自由转换,助力学习者创新能力的提升;融合"视-听-触"多感官通道,提升交互过程的具身认知;建立多模态数据采集、分析和反馈机制,推动反思性观察;建立多阶段数据建模跟踪,实现拓展性迁移等.