The integration of advanced technologies is revolutionizing classrooms, significantly enhancing their intelligence, interactivity, and personalization. Central to this transformation are sensor technologies, which play pivotal roles. While numerous surveys summarize research progress in classrooms, few studies focus on the integration of sensor and AI technologies in developing smart classrooms. This systematic review classifies sensors used in smart classrooms and explores their current applications from both hardware and software perspectives. It delineates how different sensors enhance educational outcomes and the crucial role AI technologies play. The review highlights how sensor technology improves the physical classroom environment, monitors physiological and behavioral data, and is widely used to boost student engagements, manage attendance, and provide personalized learning experiences. Additionally, it shows that combining sensor software algorithms with AI technology not only enhances the data processing and analysis efficiency but also expands sensor capabilities, enriching their role in smart classrooms. The article also addresses challenges such as data privacy protection, cost, and algorithm optimization associated with emerging sensor technologies, proposing future research directions to advance educational sensor technologies.

Most navigation aids for visually impaired individuals require users to pay close attention and actively understand the instructions or feedback of guidance, which impose considerable cognitive loads in long-term usage. To tackle the issue, this study proposes a cognitive burden-free electronic travel aid for individuals with visual impairments. Utilizing human instinctive compliance in response to external force, we introduce the “Aerial Guide Dog”, a helium balloon aerostat drone designed for indoor guidance, which leverages gentle tugs in real time for directional guidance, ensuring a seamless and intuitive guiding experience. The introduced Aerial Guide Dog has been evaluated in terms of directional guidance and path following in the pilot study, focusing on assessing its accuracy in orientation and the overall performance in navigation. Preliminary results show that the Aerial Guide Dog, utilizing Ultra-Wideband (UWB) spatial positioning and Measurement Unit (IMU) angle sensors, consistently maintained minimal deviation from the targeting direction and designated path, while imposing negligible cognitive burdens on users while completing the guidance tasks.

Introduction: During the 2019 coronavirus (COVID-19) pandemic, wearing masks not only prevented transmission of the virus but also reduced social anxiety to some extent. With the end of the epidemic, the intention to wear masks to prevent transmission declined, but the effect of social anxiety on the intention to wear masks is unclear. The current study investigated the effects of social anxiety and fear of COVID-19 on mask-wearing intentions in the post-epidemic era, using self-identity, impression management and avoidance as mediating variables.Methods: In total, 223 college students participated in the current study, and the related variables were measured using the social anxiety scale, the social behavior questionnaire, the self-identity questionnaire, and the mask-wearing intention questionnaire.Results: The results showed that social anxiety was significantly positively correlated with avoidance, impression management, and intention to wear masks, and significantly negatively correlated with self-identity. The fear of COVID-19, avoidance, and impression management were significantly positively correlated with mask-wearing intentions, while self-identity was significantly negatively correlated with mask-wearing intentions. Social anxiety affected college students’ intention to wear masks through three main pathways: the mediating role of avoidance, impression management, and the chain mediating role of self-identity and avoidance. The fear of COVID-19 directly and positively affected mask-wearing intentions.Discussion: The current study reveals the differential pathways of the effects of COVID-19 fear and social anxiety on mask-wearing intentions in the post-COVID-19 era, and the findings have some practical implications for social anxiety interventions.

Multiplayer Online Battle Arena (MOBA) games are a popular genre in the current gaming field, and the highly competitive ranking mode is one of the core parts of the gameplay, and the study of the factors affecting players’ continuous willingness to play is a necessary issue to ensure the sustainable profitability of these games. This study has developed a conceptual model delineating the continuous willingness of players within the MOBA game ranking mode, employing the frameworks of self-determination theory (SDT) and social comparison theory (SCT). In this study, 396 valid data samples were collected using questionnaire method. The results show that, social comparison enhances players’ continuous willingness and avatar identification, and indirectly enhances their continuous willingness through mediation by avatar identification, while game frustration has a significant positive moderating effect in both paths. This study contributes to both theoretical explorations and practical approaches to MOBA game ranking mode.

It is widely accepted that service design is a discipline that is becoming increasingly recognized as a key element for productive collaboration between multidisciplinary stakeholders. However, it is difficult to understand the interplay between service design and product innovation in higher education. There is a gap in the service design literature on how its way of teaching can enable better product innovation if introduced within product innovation degrees. This study seeks to explore how product innovation might be stimulated by service design teaching, with a focus on collaborative participant activities often used within the service design discipline. Previous studies on service design pedagogy have provided various frameworks for teaching service design that are often drawn from different disciplinary perspectives, such as engineering, social sciences, marketing, business, etc. This article, in contrast, examines service design pedagogy strategies applied in design education within the realm of product innovation. A bibliometric analysis method was adopted to review the existing literature. We found that the selected studies touched upon several themes, which all relate to collaboration among participants and stakeholders in service design and product innovation. The findings shed light on specific projects and case studies that were implemented via team collaboration. Further analysis proposes that the service design pedagogy in design education enhances product design via wider value considerations such as sustainability principles and methods. This study begins to illustrate how service design as a systemic approach to designing products might better enable product innovators to consider wider aspects of value co-creation and sustainability via explicitly involving and considering wider stakeholder networks beyond simply designing a product for a user.