Article: The role of modular MOOCK design based on empirical learning in printmaking teaching Journal: International Journal of Computational Systems Engineering (IJCSYSE) 2026 Vol.10 No.6 pp.1 - 11 Abstract: To address the challenges in printmaking instruction, this study draws upon excellent teaching philosophies and art cultivation methods to construct a doctrinal question-and-answer recommendation method that integrates knowledge points, curriculum, and student characteristics. Results show that the method's AUC value is 40.52% higher than the traditional method, indicating superior accuracy. The constructed algorithm will be applied to doctrinal question-and-answer instruction, and its effectiveness will be evaluated through a semester-long comparative experiment. To quantify the quality of art teaching, this study also constructs an evaluation system based on hierarchical analysis, and obtains a reasonable evaluation method through modular hierarchical construction and weight allocation. Results show that students receiving doctrinal question-and-answer instruction mostly scored above 70 points, while students receiving traditional instruction mostly scored below 70 points. This indicates that doctrinal question-and-answer instruction is superior to traditional teaching methods in shaping students' printmaking art inheritance and teaching the significance of works. Inderscience Publishers - linking academia, business and industry through research

Title: The role of modular MOOCK design based on empirical learning in printmaking teaching

Authors: Hongyan Chi; Kai Pan

Addresses: School of Elementary Education, Hunan First Normal University, Changsha, 410000, China ' College of Art and Design, Baise University, Baise, 533000, China

Abstract: To address the challenges in printmaking instruction, this study draws upon excellent teaching philosophies and art cultivation methods to construct a doctrinal question-and-answer recommendation method that integrates knowledge points, curriculum, and student characteristics. Results show that the method's AUC value is 40.52% higher than the traditional method, indicating superior accuracy. The constructed algorithm will be applied to doctrinal question-and-answer instruction, and its effectiveness will be evaluated through a semester-long comparative experiment. To quantify the quality of art teaching, this study also constructs an evaluation system based on hierarchical analysis, and obtains a reasonable evaluation method through modular hierarchical construction and weight allocation. Results show that students receiving doctrinal question-and-answer instruction mostly scored above 70 points, while students receiving traditional instruction mostly scored below 70 points. This indicates that doctrinal question-and-answer instruction is superior to traditional teaching methods in shaping students' printmaking art inheritance and teaching the significance of works.

Keywords: empirical learning; modular; MOOC; hierarchical analysis; pedagogical model.

DOI: 10.1504/IJCSYSE.2026.152648

International Journal of Computational Systems Engineering, 2026 Vol.10 No.6, pp.1 - 11

Received: 17 Apr 2023
Accepted: 11 Jun 2023
Published online: 01 Apr 2026 *

Title: The role of modular MOOCK design based on empirical learning in printmaking teaching

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