In this study, we propose a lightweight multi-wavelength network model capable of high-fidelity and efficient full-color hologram generation in both 2D and 3D display, called IncepHoloRGB.The high-speed simultaneous generation of RGB holograms at 191 frames per second (FPS) are based on Inception sampling blocks and multi-wavelength propagation module integrated with depth-traced superimposition, achieving an average structural similarity (SSIM) of 0.88 and peak signal-to-noise ratio (PSNR) of 29.00 on the DIV2K test set in reconstruction. 

New University of South Florida-led research published in MIS Quarterly finds that on-the-spot phishing training can trigger defensiveness and limit learning — making employees less likely to absorb lessons that prevent future attacks.

How much do undergraduate computer science students trust chatbots powered by large language models like GitHub CoPilot and ChatGPT? And how should computer science educators modify their teaching based on these levels of trust?  These were the questions that a group of U.S. computer scientists set out to answer in a study that will be presented at the Koli Calling conference Nov. 11 to 16 in Finland. In the course of the study’s few weeks, researchers found that trust in generative AI tools increased in the short run for a majority of students. But in the long run, students said they realized they needed to be competent programmers without the help of AI tools.

According to data from the National Statistics Institute, 24 million school transport journeys take place in Spain every year. A team of professors from the Universitat Jaume I of Castelló has conducted a study showing that the time students spend traveling to their schools, especially on long bus rides, can negatively affect their academic engagement. This lower engagement can also have emotional and social consequences.

The data revealed that students who spend more time commuting report lower engagement than those who arrive sooner. Engagement is understood as the student’s involvement or connection with their academic goals, and it comprises three different but interrelated dimensions: affective-emotional, cognitive and behavioral. In the case of secondary and upper secondary students, it is important to consider that they face numerous challenges, which require developing skills and competencies that enhance their learning, an aspect closely linked to academic engagement.

“We believe they experience a more negative relationship with their place of study, which may affect their interpersonal relationships with peers and teachers (affective-emotional engagement), their psychological involvement in the teaching and learning process—such as motivation to learn, expectations, or the effort to understand complex ideas and skills (cognitive engagement)—and their overall participation and effort (behavioral engagement)”, the researchers explain.