# A Big Data Integration Platform for Ideological and Political Education for Smart Campuses

Authors: Dazhi Xu; Yan Gao; Tianyi Tu; Xiaoyong Xiao
Journal: Security and Communication Networks
 (2022)

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## Abstract

The advent of large data and the era of large data has brought significant impact and changes to human production and life. Through the acquisition, analysis, processing, prediction, and dissemination of big data in scientific research, large data has emerged as the source of advanced technological to generate global quantitative data. It not only reveals the gaps and deficiencies of traditional approaches to ideological and mechanical studies methods in obtaining ideological behavior but also information about academic subjects providing support for optimizing and innovative technology and ideological transformation and then conducting intellectual and practical research in colleges and universities. In the age of large digital data, the ideology and politics of education are facing modern domestic and foreign situations, as well as new characteristics and new needs for ideology and politics study. This makes ideology and politics research methods even more important, which is seen as an opportunity for continuous creation and innovation and also adapts to the requirements of the times and reality. Smart campus refers to an intelligent integrated environment for campus work, study, and life based on the Internet of Things. This integrated environment takes various application service systems as the carrier and fully integrates teaching, scientific research, management, and campus life. From the large-scale data era, the educational theory of whether colleges and universities’ ideological and political research is rich or not supports more scientific theories to carry out psychological and mechanical research. It is evident that in the age of large data, the ideological and political research in colleges and institutes is not only a theoretical issue but also an important practical issue. Therefore, conducting ideological and political research in colleges and institutes in the age of large data has profound theoretical significance and great practical significance.


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## Body

## 1. Introduction

The advent of the era of large data is the natural outcome of technological progress with social advancement, and it will bring major reforms to people’s lives, works, and minds. Under the context of big data, the colleges and institutes should seize opportunities of ideology and politics teaching and, based on reaching a consensus and achieving certain results, strive to seek ways to resolve the problems in shallow consciousness. Data is difficult to filter, talents are in short supply, and the times are changing. Realizing the modernization of ideology and politics education in universities is also a problem, which should be addressed in time. In the meantime, it is also very important to accelerate the development of intelligent campus. It can not only effectively integrate the education system but also promote the various needs of educational development. How to effectively utilize large data to analyze the students’ behavior and use large data to create college students’ ideological and political training and let students shape their scientific outlook on life with values is all important. The advancement of scientific and technological has transformed the form of information dissemination. Information dissemination methods, dissemination ideas, and dissemination forms have also undergone changes. Big data technology is a key product of the current development of China’s current digital age. As data technology gradually plays a role in justice, education, media, and so on, the application of large data development technology in college education has also become an inherent requirement for education and teaching innovation in various fields of colleges and universities. Therefore, exploring how ideology and politics education in universities can respond to technology, talent, and strategies for privacy protection and eliminating the “permanent memory” data panic challenges posed by large data technologies, in turn, gives the full advantage of the active effect of large-scale data in the political and intellectual training of colleges and institutes. This is both necessary and urgent. Therefore, this article chooses to take the ideology and politics teaching in universities in the era of large scale data as the research orientation. We researched the big data integration platform of ideological and political education under the smart campus to better promote the development of the smart campus.Big data prompts students to change their life and learning philosophy. However, traditional ideological and political education theory is difficult to meet the demands of the large-scale data era. It also continues playing its role to enhancing the mainstream value for students. The paper emphasizes that, under the specific background conditions of the big data era, college educators must actively establish a data thinking awareness that adapts to the changes of the times. For the purpose of achieving the objective of continuously injecting fresh vitality into school political education, this has important theoretical implications for the smooth running of projects in Chinese universities. Not only that but it can also enrich the theoretical system of idealistic politics teaching and enrich the methods of idealistic political teaching. In terms of real-world applications, the first aspect of big data is predictability. Analyzing massive data can not only predict the possibility of major social events but also predict the personal characteristics of students and analyze and understand the life and learning of all students in a timely manner. This reflects the forward-looking and relevant nature of intellectual and social teaching. Big data makes the cold data performance of college ideology and politics teaching full of humanistic care. The second is that it helps explore the practical route of transformation of teaching model of ideology and politics teaching for university students, improve the degree of university students’ self-education, and improve the quality and ability of the main body of ideology and politics teaching. Starting from the promotion methods of different subjects, using different subjects as the starting point of analysis, it provides realistic strategies for college teachers and students to increase interactive teaching and learning and establish new teaching models in the context of digital growth. This also improves the teaching level of the ideological and physical science education of college graduates at the new age. In the perspective of the transformation of teaching methods and forms, the study on the ideology and politics teaching of the college students in the age of large scale data is discussed.This paper uses tensor analysis and data conflict resolution technology in the research of the ideological and political education big data fusion platform for smart campus. Tensor analysis is a branch of differential geometry that studies differential operations on tensor fields. This makes the data obtained more accurate and of more reference value. In the experimental part, comparative analysis is adopted, and the data results are more clear and intuitive.


## 2. Related Work

The advent of the era of big data indicates that smart campuses must be closely linked with big data, and the connection will become closer; otherwise, it will not keep up with the development of the times. Fraga-Lamas P believes that a smart campus is a smart infrastructure in which smart sensors and actuators collaborate to collect information and interact with machines, tools, and users on the university campus [1]. In this research, Yang CT combines cloud computing and big data processing technology to build a smart campus real-time energy monitoring system. The monitoring platform collects the electricity consumption of campus buildings through smart meters and environmental sensors and processes massive amounts of data through big data processing technology. The Hadoop ecosystem is built on the big data processing architecture to improve big data storage and processing capabilities. It enables administrators to observe real-time power consumption and analyze historical data anytime and anywhere [2]. Jabbar et al. believe that parking spaces have become a common problem in urban development. The article developed an IoT Raspberry Pi-based parking management system (IoT-PiPMS) to help employees and students easily find available parking spaces with real-time vision and GPS coordinates through a smartphone application. The results show that IoT-PiPMS can effectively monitor the occupancy of outdoor parking spaces in a smart campus environment and at the same time verifies its ability to update data to the Internet of Things server in real-time [3]. Zhai et al. believe that sentiment analysis, as an important branch of natural language processing, has received more and more attention. In teaching evaluation, sentiment analysis can help educators discover the true feelings of students about the course in time. It can accurately and timely adjust the teaching plan and improve the quality of education and teaching. Aiming at the problems of low efficiency and heavy workload of university curriculum evaluation methods, a multi-attention fusion modeling (multi-AFM) is proposed. It combines global attention and local attention through the control of the gating unit to generate reasonable context representations and achieve improved classification results. Experimental results show that the multi-AFM model outperforms existing methods in applications in education and other fields [4]. Liu et al. believes that, in modern society, there are a large number of low-carbon companies that cooperate openly/darkly. Effectively understanding the mechanism of their complex cooperative relationship is becoming an urgent and major issue in information processing and management. In this work, it is recommended to use large-scale dense subgraph mining technology to understand the cooperation of low-carbon entrepreneurs and build an evolutionary graph model on this basis to dynamically express this complex relationship. In addition, the visualization results can show the effectiveness of Liu Y’s method in revealing the internal distribution and relevance of millions of enterprises [5]. Yang et al. believe that, with the exponential growth of data volume, big data has brought an unprecedented burden to the current computing infrastructure. The article aims to solve three basic problems closely related to the distributed dimensionality reduction of big data, namely, big data fusion, dimensionality reduction algorithm, and the construction of distributed computing platform. A block tensor method and a high-order singular value decomposition algorithm based on Lanczos are proposed to reduce the dimensionality of the unified model. The algorithm is analyzed theoretically from the aspects of storage scheme, convergence, and calculation cost. Experimental results show that the proposed overall method is effective for distributed dimensionality reduction of big data [6].


## 3. The Integration of Smart Campus, Ideological and Political Education, and Big Data

### 3.1. Smart Campus

Smart campus is a smart campus environment that integrates working, learning, and living based on Internet of Things. This comprehensive campus environment that integrates education, research, and campus life management based on various applications and services systems [7,8]. The three core features of the smart campus are as follows: first is to provide a comprehensive intelligent perception environment and comprehensive information service platform for teachers and students and to provide role-based personalized customized services; second is to integrate computer network-based information services into every school in the field of application and service and realize interconnection and collaboration; third is to provide an interface for mutual communication and mutual perception between the school and the outside world through the intelligent perception environment and comprehensive information service platform. In the “Twelfth Five-Year Plan” of informatization in 2010, Zhejiang University put forward a “fun” to build a “smart campus.” Simply put, it is to build a friendly and energy-saving campus. A smart campus generally includes an intelligent perception environment, a comprehensive information service platform, personalized services based on different roles, and information services based on computer networks that makes it has two major functions. Another function is that it can provide an interface through the platform integrated into the intelligent perception environment, so that the school and the outside world can communicate and recognize each other through this interface [9]. The schematic diagram is shown in Figure 1.Figure 1
Smart campus standard MVC model diagram.


### 3.2. Ideological and Political Education

Ideological and political education is a specialized major, which mainly studies the basic theoretical knowledge of Marxism, Mao Zedong Thought, Deng Xiaoping Theory, and ideological and political education, as well as the basic theoretical knowledge of philosophy, law, politics, management and administration, etc., and accepts ideological and political education. World outlook and political education are texts of lifelong learning in Chinese literature. It uses the concept of specific ideology or political views and moral standards in a social group or society to influence members in a planned and organized way for a specific society [10]. Thought and politics teachings are extremely importance and hard to provide, especially in the market economic conditions. The ideological and political activities in China are relatively weak and not suitable for the development of modern society [6]. One of the most important reasons for the ineffectiveness of ideological and political activities is the long-term neglect of the formation and cultivation of personality.It is important to pay attention to the ideological and moral development of society and the character building of citizens, including the family, school, and society [11]. Therefore, the methods of personality cultivation and ideological and moral education must be fundamentally changed to reflect the benefits and advantages of ideological and political education. Here are some methods for reference only.First of all, character formation needs to combine externalization with the development of human consciousness [12]. From a sociological perspective, external edification is social enlightenment, and the process of human consciousness is a process of individual internal change. If there is only external edification, without paying attention to the personality elements of the internal changes of the social individual and the number of thoughts, the development of personality is empty talk.Second, it is necessary to adopt the method of daily education, closely integrate the content of humanistic education into people’s daily life, and form a habit of life. Chinese culture teaches children to “purify, cope, advance, and retreat” from an early age to cultivate self-awareness through work, words and deeds, and etiquette [13]. It is started from childhood, starting with small things, in the fragments of daily life, reminding us of our personality and morality. For example, Westerners pay attention to encouraging children to lead independent lives and reduce addiction and stimulate the basic feelings of home and love for home to protect all plants, trees, and the environment. We must actively adopt these good teaching methods.Third, to avoid the negative effects of compulsory education, inductive education methods should be adopted [14]. The formation of character must be as natural as the formation of morality. Educators should focus on guidance and gradually guide the educated to develop a good personality. Compulsory education is based on intimidation and sanctions against people and should be treated with caution, because it does not conform to the psychology of respect and persuasion.Fourth, heuristic education methods must be used to enable people who grow up in a self-thinking state to develop a calm personality. Tough training and spiritual training are the same as art education. We need to find ways to instill the pursuit and enthusiasm for thinking in educated people [15].Fifth, educated people are unknowingly influenced and infected by good personality and ideology. As the saying goes, “if you have a father, you have a son,” which shows the great influence of parents’ “examples”. In school education, students often regard teachers as a manifestation of their living standards and society, and their words and deeds are quietly infecting students. The words and deeds of decent people in society also “hint” their peers: how people live and work and become people[16]. It can be seen that the effect of education does not seem to promote the growth of everything. The dampness of the spring rain promotes the growth of all things, and the washing of rain often exceeds the effect of tangible education.


### 3.3. Big Data Fusion

With the advent of the cloud era, big data has also attracted more and more attention. The definition of data fusion refers to the processing of data from different levels, the preprocessing of the data from different data sources, and then the association and integration. [17]. Its running process is roughly shown in Figure 2.Figure 2
MapReduce running framework.The execution process is shown in Figure3.Figure 3
MapReduce execution process.This article focuses on the research of big data fusion mainly from the analysis of tensor analysis and data conflict resolution technology.Tensor analysis originated from the hypercomplex theory of German mathematicians and the quaternion theory established by British mathematicians in 1843. A tensor is a multiple linear mapping defined on the Cartesian product of some vector spaces and some dual spaces [18]. The following examples illustrate tensor Z single-modular multiplication and multimodular multiplication operations.Single-modular multiplication of matrix and tensor is as follows:(1)Z×Uqi1i2…iq=∑iq=1iqei1i2,…,iq×u.Tensor and tensor operation are as follows:(2)Z∗QNi1i2…inkn+1…km=∑k1k2…knti1i2…ink1k2…knqk1k2…knkm.Tensor Z is as follows:(3)Z∈RI1×⋯×INk1…kn.Tensor Q is as follows:(4)Q∈RK1⋯KN⋯KM.The Kronecker product of the matrix is as follows:(5)A⊗B=a11Ba12B⋯a1nB⋯⋯⋯⋯am1Bam2B⋯amnB.The tensor product of matrices can realize the merging of two matrices. It can be seen from formula (3) that the tensor product of matrices A and B is a set of mq × np matrices.Semitensor product of a matrix is a new kind of matrix multiplication [19]. The semitensor product of A and B is defined as follows:(6)A∝B=A⊗It/nB⊗It/q.The formula is called the left half tensor product of the matrix. Generally speaking, the tensor product of a matrix refers to the left half tensor product of the matrix. There is a proportional relationship between the two. It is easy to see that whenn=q in the previously mentioned formula, it is ordinary matrix multiplication. From this promotion, a lot can be drawn. For example, the right half tensor product is as follows:(7)A∝B≔It/n⊗AIt/q⊗B.Of course, it is also possible to define a mixed tensor product:(8)A⊳⊲B≔It/n⊗AB⊗It/q.Or(9)A⊳⊲B≔A⊗It/nIt/q⊗B.The previously mentioned is the semitensor product of the matrix and its generalization. The semitensor product of the matrix can well ensure the meaningful multiplication of the two front and back arrays with different row numbers, without destroying the original basic properties of matrix multiplication.Data conflict resolution technology mainly has the following methods.


#### 3.3.1. Weighted Average Method

The data collected by each sensor is weighted and averaged, and the weighting coefficient ismi, and the weighted average fusion result is obtained [20].(10)Q¯=∑i=1nmiQi.


#### 3.3.2. Bayesian Estimation Method

Bayesian conditional probability formula is used to get the posterior probability [21]:(11)PAiB=PAiBPB=PB/AiPAi∑j=1mPB/AiPAi.The posterior probability of getting the total decision is as follows:(12)PAiB1ΛB2Λ⋯ΛBn=∏k=1nPBk/AiPAi∑j=1m∏k=1nBk/AiPAi.In the end, the decision can be made according to requirements.


#### 3.3.3. Fuzzy Set Theory Method

For anyu∈U, μAu is called the membership degree of u to A [22].LetA,B be the fuzzy set on the universe of discourse:A:(13)A=a1,a2,…,am.B:(14)B=b1,b2,⋯,bm.If the membership function is used to represent the fuzzy subset, the fuzzy relationship can be represented by a matrix:(15)RA×B=μ11μ12⋯μ1nμ12μ22⋯μ2n⋮⋮⋱⋯μ1mμm2⋯μmn.Among them,μij represents the membership degree of the two-tuple ai,bj belonging to the fuzzy relationship and satisfies 0≤μij≤1.Assume the following:(16)X=x1a1,x2a2,…,xmam.Then, the vector is expressed as follows:(17)X=x1,x2,…,xm.VectorY is as follows:(18)Y=y1,y2,…,ym.The result of fuzzy transformation is as follows:(19)Y=X⋅RA×B.A membership function on domainB is as follows:(20)Y=y1b1,y2b2,…,ymbm.Among them,Yi=∑k=1mμki∗xk, and i=1,2,…,ni=1,2,…,n; its physical meaning is the sum of the membership degree of each sensor to the decision-making, and the support degree of the sensor’s observation value to the decision i is regarded as the total credibility of the i-th decision.


## 3.1. Smart Campus

Smart campus is a smart campus environment that integrates working, learning, and living based on Internet of Things. This comprehensive campus environment that integrates education, research, and campus life management based on various applications and services systems [7,8]. The three core features of the smart campus are as follows: first is to provide a comprehensive intelligent perception environment and comprehensive information service platform for teachers and students and to provide role-based personalized customized services; second is to integrate computer network-based information services into every school in the field of application and service and realize interconnection and collaboration; third is to provide an interface for mutual communication and mutual perception between the school and the outside world through the intelligent perception environment and comprehensive information service platform. In the “Twelfth Five-Year Plan” of informatization in 2010, Zhejiang University put forward a “fun” to build a “smart campus.” Simply put, it is to build a friendly and energy-saving campus. A smart campus generally includes an intelligent perception environment, a comprehensive information service platform, personalized services based on different roles, and information services based on computer networks that makes it has two major functions. Another function is that it can provide an interface through the platform integrated into the intelligent perception environment, so that the school and the outside world can communicate and recognize each other through this interface [9]. The schematic diagram is shown in Figure 1.Figure 1
Smart campus standard MVC model diagram.


## 3.2. Ideological and Political Education

Ideological and political education is a specialized major, which mainly studies the basic theoretical knowledge of Marxism, Mao Zedong Thought, Deng Xiaoping Theory, and ideological and political education, as well as the basic theoretical knowledge of philosophy, law, politics, management and administration, etc., and accepts ideological and political education. World outlook and political education are texts of lifelong learning in Chinese literature. It uses the concept of specific ideology or political views and moral standards in a social group or society to influence members in a planned and organized way for a specific society [10]. Thought and politics teachings are extremely importance and hard to provide, especially in the market economic conditions. The ideological and political activities in China are relatively weak and not suitable for the development of modern society [6]. One of the most important reasons for the ineffectiveness of ideological and political activities is the long-term neglect of the formation and cultivation of personality.It is important to pay attention to the ideological and moral development of society and the character building of citizens, including the family, school, and society [11]. Therefore, the methods of personality cultivation and ideological and moral education must be fundamentally changed to reflect the benefits and advantages of ideological and political education. Here are some methods for reference only.First of all, character formation needs to combine externalization with the development of human consciousness [12]. From a sociological perspective, external edification is social enlightenment, and the process of human consciousness is a process of individual internal change. If there is only external edification, without paying attention to the personality elements of the internal changes of the social individual and the number of thoughts, the development of personality is empty talk.Second, it is necessary to adopt the method of daily education, closely integrate the content of humanistic education into people’s daily life, and form a habit of life. Chinese culture teaches children to “purify, cope, advance, and retreat” from an early age to cultivate self-awareness through work, words and deeds, and etiquette [13]. It is started from childhood, starting with small things, in the fragments of daily life, reminding us of our personality and morality. For example, Westerners pay attention to encouraging children to lead independent lives and reduce addiction and stimulate the basic feelings of home and love for home to protect all plants, trees, and the environment. We must actively adopt these good teaching methods.Third, to avoid the negative effects of compulsory education, inductive education methods should be adopted [14]. The formation of character must be as natural as the formation of morality. Educators should focus on guidance and gradually guide the educated to develop a good personality. Compulsory education is based on intimidation and sanctions against people and should be treated with caution, because it does not conform to the psychology of respect and persuasion.Fourth, heuristic education methods must be used to enable people who grow up in a self-thinking state to develop a calm personality. Tough training and spiritual training are the same as art education. We need to find ways to instill the pursuit and enthusiasm for thinking in educated people [15].Fifth, educated people are unknowingly influenced and infected by good personality and ideology. As the saying goes, “if you have a father, you have a son,” which shows the great influence of parents’ “examples”. In school education, students often regard teachers as a manifestation of their living standards and society, and their words and deeds are quietly infecting students. The words and deeds of decent people in society also “hint” their peers: how people live and work and become people[16]. It can be seen that the effect of education does not seem to promote the growth of everything. The dampness of the spring rain promotes the growth of all things, and the washing of rain often exceeds the effect of tangible education.


## 3.3. Big Data Fusion

With the advent of the cloud era, big data has also attracted more and more attention. The definition of data fusion refers to the processing of data from different levels, the preprocessing of the data from different data sources, and then the association and integration. [17]. Its running process is roughly shown in Figure 2.Figure 2
MapReduce running framework.The execution process is shown in Figure3.Figure 3
MapReduce execution process.This article focuses on the research of big data fusion mainly from the analysis of tensor analysis and data conflict resolution technology.Tensor analysis originated from the hypercomplex theory of German mathematicians and the quaternion theory established by British mathematicians in 1843. A tensor is a multiple linear mapping defined on the Cartesian product of some vector spaces and some dual spaces [18]. The following examples illustrate tensor Z single-modular multiplication and multimodular multiplication operations.Single-modular multiplication of matrix and tensor is as follows:(1)Z×Uqi1i2…iq=∑iq=1iqei1i2,…,iq×u.Tensor and tensor operation are as follows:(2)Z∗QNi1i2…inkn+1…km=∑k1k2…knti1i2…ink1k2…knqk1k2…knkm.Tensor Z is as follows:(3)Z∈RI1×⋯×INk1…kn.Tensor Q is as follows:(4)Q∈RK1⋯KN⋯KM.The Kronecker product of the matrix is as follows:(5)A⊗B=a11Ba12B⋯a1nB⋯⋯⋯⋯am1Bam2B⋯amnB.The tensor product of matrices can realize the merging of two matrices. It can be seen from formula (3) that the tensor product of matrices A and B is a set of mq × np matrices.Semitensor product of a matrix is a new kind of matrix multiplication [19]. The semitensor product of A and B is defined as follows:(6)A∝B=A⊗It/nB⊗It/q.The formula is called the left half tensor product of the matrix. Generally speaking, the tensor product of a matrix refers to the left half tensor product of the matrix. There is a proportional relationship between the two. It is easy to see that whenn=q in the previously mentioned formula, it is ordinary matrix multiplication. From this promotion, a lot can be drawn. For example, the right half tensor product is as follows:(7)A∝B≔It/n⊗AIt/q⊗B.Of course, it is also possible to define a mixed tensor product:(8)A⊳⊲B≔It/n⊗AB⊗It/q.Or(9)A⊳⊲B≔A⊗It/nIt/q⊗B.The previously mentioned is the semitensor product of the matrix and its generalization. The semitensor product of the matrix can well ensure the meaningful multiplication of the two front and back arrays with different row numbers, without destroying the original basic properties of matrix multiplication.Data conflict resolution technology mainly has the following methods.


### 3.3.1. Weighted Average Method

The data collected by each sensor is weighted and averaged, and the weighting coefficient ismi, and the weighted average fusion result is obtained [20].(10)Q¯=∑i=1nmiQi.


### 3.3.2. Bayesian Estimation Method

Bayesian conditional probability formula is used to get the posterior probability [21]:(11)PAiB=PAiBPB=PB/AiPAi∑j=1mPB/AiPAi.The posterior probability of getting the total decision is as follows:(12)PAiB1ΛB2Λ⋯ΛBn=∏k=1nPBk/AiPAi∑j=1m∏k=1nBk/AiPAi.In the end, the decision can be made according to requirements.


### 3.3.3. Fuzzy Set Theory Method

For anyu∈U, μAu is called the membership degree of u to A [22].LetA,B be the fuzzy set on the universe of discourse:A:(13)A=a1,a2,…,am.B:(14)B=b1,b2,⋯,bm.If the membership function is used to represent the fuzzy subset, the fuzzy relationship can be represented by a matrix:(15)RA×B=μ11μ12⋯μ1nμ12μ22⋯μ2n⋮⋮⋱⋯μ1mμm2⋯μmn.Among them,μij represents the membership degree of the two-tuple ai,bj belonging to the fuzzy relationship and satisfies 0≤μij≤1.Assume the following:(16)X=x1a1,x2a2,…,xmam.Then, the vector is expressed as follows:(17)X=x1,x2,…,xm.VectorY is as follows:(18)Y=y1,y2,…,ym.The result of fuzzy transformation is as follows:(19)Y=X⋅RA×B.A membership function on domainB is as follows:(20)Y=y1b1,y2b2,…,ymbm.Among them,Yi=∑k=1mμki∗xk, and i=1,2,…,ni=1,2,…,n; its physical meaning is the sum of the membership degree of each sensor to the decision-making, and the support degree of the sensor’s observation value to the decision i is regarded as the total credibility of the i-th decision.


## 3.3.1. Weighted Average Method

The data collected by each sensor is weighted and averaged, and the weighting coefficient ismi, and the weighted average fusion result is obtained [20].(10)Q¯=∑i=1nmiQi.


## 3.3.2. Bayesian Estimation Method

Bayesian conditional probability formula is used to get the posterior probability [21]:(11)PAiB=PAiBPB=PB/AiPAi∑j=1mPB/AiPAi.The posterior probability of getting the total decision is as follows:(12)PAiB1ΛB2Λ⋯ΛBn=∏k=1nPBk/AiPAi∑j=1m∏k=1nBk/AiPAi.In the end, the decision can be made according to requirements.


## 3.3.3. Fuzzy Set Theory Method

For anyu∈U, μAu is called the membership degree of u to A [22].LetA,B be the fuzzy set on the universe of discourse:A:(13)A=a1,a2,…,am.B:(14)B=b1,b2,⋯,bm.If the membership function is used to represent the fuzzy subset, the fuzzy relationship can be represented by a matrix:(15)RA×B=μ11μ12⋯μ1nμ12μ22⋯μ2n⋮⋮⋱⋯μ1mμm2⋯μmn.Among them,μij represents the membership degree of the two-tuple ai,bj belonging to the fuzzy relationship and satisfies 0≤μij≤1.Assume the following:(16)X=x1a1,x2a2,…,xmam.Then, the vector is expressed as follows:(17)X=x1,x2,…,xm.VectorY is as follows:(18)Y=y1,y2,…,ym.The result of fuzzy transformation is as follows:(19)Y=X⋅RA×B.A membership function on domainB is as follows:(20)Y=y1b1,y2b2,…,ymbm.Among them,Yi=∑k=1mμki∗xk, and i=1,2,…,ni=1,2,…,n; its physical meaning is the sum of the membership degree of each sensor to the decision-making, and the support degree of the sensor’s observation value to the decision i is regarded as the total credibility of the i-th decision.


## 4. Ideological and Political Education Big Data Integration Platform for Smart Campus

This article selects a school’s data for analysis and comparison and makes statistics on whether it is facing a smart campus. It is mainly divided into comparisons before class, during class, and after class. The main purpose of this article is to find out the difference between ideological and political education for smart campus, so that more people can understand the benefits and advantages of smart campus.


### 4.1. Comparison before Class

The preclass comparison is divided into the comparison of the resources used in teaching materials and teaching plans and the comparison of the content of teaching design. The comparison of the resources used in teaching materials and teaching plans is mainly obtained through tensor analysis. In order to make the comparison more intuitive, it is presented in the form of percentages. The specific results are shown in Table1:Table 1
Comparison of resources used in teaching materials and teaching plans for smart campuses.
OptionsFacing smart campus (%)Not for smart campus (%)Textbook or teaching reference2049Students’ learning characteristics36.520Teaching experience4016Others3.515Education for smart campuses has much higher understanding of students’ learning characteristics and educational experience than those not for smart campuses. Specifically, when facing a smart campus, students can have a good grasp of their learning habits and characteristics and teach students in accordance with their aptitude, so that students’ learning efficiency will also be twice the result with half the effort. On the contrary, education that is not oriented toward smart campuses relies more on textbooks and teaching references and does not know enough about students to teach students in accordance with their aptitude. As a result, the learning efficiency of students cannot be improved. The smart campus emphasizes the process supervision and dynamic management of the interaction between the owners, objects, and resources of the campus, so as to realize a more intelligent management mode of intelligent supervision, evaluation, interaction, reminder, and prevention.For the comparison of teaching design content, data conflict resolution technology is used. Through analysis of educational teaching plans that are all oriented to smart campuses, the differences between the two are analyzed. The specific statistical results are shown in Table2:Table 2
Comparison of teaching design content for smart campus.
OptionsFacing smart campus (%)Not for smart campus (%)Learning interest1131Learning experience2518Learning ability5521Others1930From the data in the table, it can be seen intuitively: smart campus-oriented education hopes to better understand students’ “learning ability” and “learning experience.” It can be seen that it is very important to cultivate students’ autonomous learning ability, while nonsmart campus education focuses on students’ “learning interest” and “other abilities.” Figure4 can be synthesized from Tables 1 and 2.Figure 4
Comparison of whether to face the smart campus pre-class comparison. Note: T o t r: textbook or teaching reference. S l c: students’ learning characteristics. T e: teaching experience. o: others. L i: learning interest. l e: learning experience. L a: learning ability.
(a)(b)In summary, education for smart campuses is conducive to the improvement of students’ learning efficiency and learning ability and is beneficial to the development of students’ abilities. However, it is not for the smart campus, and only focusing on the cultivation of students’ interests does not mean that the cultivation of students’ interests is not good, but that students’ learning ability is more important in all aspects.And the education for smart campus does not completely abandon the cultivation of students’ interest but focuses on the all-round development of students. At present, in comparison, education for smart campuses is obviously better.


### 4.2. Comparison in Class

Classroom teaching refers to some behaviors shown by teachers in the classroom, mainly including teachers’ questioning and interaction, adjustment and control, evaluation, and so on [23]. This article is divided into the comparison of classroom introduction skills and classroom questioning skills. The data is obtained through tensor analysis.Specific data are shown in Table3.Table 3
Comparison of classroom introduction skills for smart campus.
OptionsFacing smart campus (%)Not for smart campus (%)Student’s learning interest2045Student’s learning experience3020Type of lesson4025Others1010It can be seen from the table that education that is not oriented toward smart campuses focusing on the cultivation of students’ learning interests, while education oriented toward smart campuses focuses on introducing new courses into experience, students’ knowledge level, and class types. From the perspective of the overall development of students, when the students are highly motivated to attend classes, it is very important to naturally introduce new topics and grasp the important and difficult points of new topics in time.The specific data of whether to introduce new class hours to smart campuses are as follows.It can be seen from Table 4 that the active participation of students who do not introduce new courses for smart campuses is very high, while new courses for smart campuses capture the essential content of new courses and make it easy for students to accept new courses. It can be seen that education for smart campuses will focus on the enthusiasm of students to learn while grasping the essence of the teaching content to introduce, and the effect will be better.The data in Tables3 and 4 are analyzed to get Figure 5.Table 4
Comparison of the effect of introducing new courses for smart campus.
OptionsFacing smart campus (%)Not for smart campus (%)Students actively participate3040Easy for students to accept3526Students can grasp the essence of the new class3119Others415Figure 5
Comparison of whether to introduce new courses for smart campus. S l i: student’s learning interest. S l e: student’s learning experience. T o l: type of lesson. S a p: students actively participate. E f s t a: easy for students to accept. Scgteotnc: students can grasp the essence of the new class.
(a)(b)It can be analyzed from the case that the introduction of game situations is not used for smart campus education, and more emphasis is placed on improving students’ interest in learning and improving students’ enthusiasm for listening to lessons. However, this can easily lead to lively classes for students, ignoring the nature of the problem; so, instead of smart campus education, the essence of the new class should be the main content. The smart campus education adopts the method of combining problem introduction and experience introduction, starting with problem introduction and the actual situation of life, with a gentle pace and a clear rhythm.It can be seen that, not oriented to smart campus education, more attention is paid to stimulating students’ interest in learning when designing classroom introduction. Teachers for smart campus education pay more attention to students’ grasp of the nature of the problem. By questioning students, teaching is based on the students’ existing knowledge and experience and focusing on the combination with the actual life of the students, focusing on the students’ personal experience.Classroom questioning is the interaction between teachers and students in the form of questions in classroom teaching. In order to check the learning effect of students, students were encouraged to take the initiative to participate in classroom activities and achieve the teaching goals. The specific data are as follows.For intuitive comparison, the chart is drawn as follows.As shown in Figures6–8, it can be seen that, in mechanical and recall questions, the number of questions not oriented to smart campus education is significantly more than that of smart campus education. In terms of managerial questions, there is a little difference between the two sides. In the second type of questioning form, the number of three questioning forms for smart campus education is greater than that for nonsmart campus education. In the questioning skills of classroom teaching, it is not oriented to smart campus education and prefers to use the form of simple questioning. The smart campus education pays more attention to the use of complex questions. It takes students as the main body, always feels the feelings of students, and allows students to think actively; nonsmart campus education also involves some complicated questions in classroom teaching, but most of them are not very patient to guide students to answer questions, and in many cases. they are self-questioning and self-answering. The previously mentioned analysis can show that, for smart campus education, more attention should be paid to giving students plenty of thinking time. Figure 9 can be obtained by combining Figures 6–8.Figure 6
Comparison of whether to ask questions in the smart campus classroom.Figure 7
Comparison of whether to ask questions in the smart campus classroom.Figure 8
Comparison of whether to ask questions in the smart campus classroom.Figure 9
Comparison of whether to ask questions in the smart campus classroom.Note. M q: mechanical questioning. M q: managerial question. R q: recall question. E q: explanatory question. R q: reasoning questioning. C q: critical questioning.
(a)(b)To sum up, the smart campus education can more accurately express the knowledge structure than the smart campus education, which means that the smart campus education is more familiar with the knowledge; smart campus education is better than nonsmart campus education in dealing with students’ wrong answers; the quality of asking questions for smart campus education is higher than that of nonsmart campus education.


### 4.3. Comparison after Class

After class, it is mainly after-school teaching reflection, that is, reunderstanding, reexploring, rethinking, and recreating the teaching process [24]. The main purpose here is to analyze the difference in classroom teaching reflection for smart campus education. The data is still obtained through tensor analysis as follows.It can be analyzed from Table5 that there are obvious differences in each option for smart campus education and nonsmart campus education. Specifically, the proportion of reflections on “whether students can answer questions,” “can students understand the teaching content,” and “whether the teaching goals are completed” is significantly higher for smart campus education than for nonsmart campus education; while it is not oriented toward smart campus education, the proportion of reflections on “whether the teaching attitude is appropriate, whether the writing on the blackboard is neat,” “whether the teaching progress is appropriate, whether the class is in good order,” and “whether the content of the explanation is clear” is significantly higher than that of the smart campus educate. It can be seen from this that in the after-class reflection of smart campus education, more attention is paid to students’ understanding of teaching content, whether the teaching goal is completed, and the situation of students answering questions. So, it can be said that smart campus education pays more attention to student learning, and the content of reflection is student-centered. Instead of focusing on smart campus education, it pays more attention to the grasp of the classroom progress, the performance of the teaching attitude, the management of the classroom, the clarity of content explanation, and so on. Therefore, it can be seen that the content of after-school reflection that is not oriented to smart campus education is more self-centered, ignoring the students’ answers to the questions and the acceptance of the teaching content.Table 5
Comparison of classroom teaching reflection on whether to face a smart campus.
OptionsFacing smart campus (%)Not for smart campus (%)Whether the teaching attitude is appropriate and whether the blackboard writing is neat323Whether the teaching progress is appropriate and whether the class is in good order2438Is the explanation clear3359Can the student answer the question4830Can students understand the teaching content6837Whether to complete the teaching goal6040Other23The arrangement of homework after class not only enables students to consolidate the knowledge they have learned but also helps to understand the situation of students’ knowledge, which improves students’ ability to discover, analyze, and solve problems.The following is an explanation from the number and difficulty of classwork, and the data is obtained from the survey:From Figure10, we can get the following.Figure 10
Comparison of homework assignments for smart campuses.
(a)(b)Education that is not oriented to smart campuses pays more attention to letting students practice routine questions, with relatively few closed questions, and even fewer open questions. According to Bloom’s classification of educational goals, the level of homework not oriented to smart campus education is at the level that allows students to remember and simply understand knowledge but lacks the cultivation of students’ inquiry and innovation abilities. The student’s ability to use knowledge flexibly is not high.For smart campus education, the setting of after-school homework is not excessively focused on the increase in weight, but on the improvement of homework quality, and it pays more attention to the layout of closed questions. Followed by regular questions, there are also a small number of open questions, based on Bloom’s classification of educational goals. The level of assignments for smart campus education is more for the students to know about what they are learning. Second, some regular questions will allow students to reinforce the basics of memorization. In addition, the arrangement of a small number of open questions not only improves the students’ ability of inquiry and innovation but also encourages students to use the knowledge they have learned flexibly.In summary, the content of after-school reflection that is not oriented toward smart campus education is basically self-centered. It pays more attention to whether its own language is appropriate, whether the teaching style is in place, whether the writing on the blackboard is neat, whether the classroom order is good, and whether the classroom rhythm is appropriate. In addition, in the arrangement of homework after class, it is not oriented towards smart campus education and pays more attention to the increase of the number of homework, ignoring the improvement of quality, and most of the homework is routine topics. Although it enhances the students’ memory of the knowledge they have learned, it is easy to cause the students to become fixed on the knowledge learning, they will not use it flexibly, and they lack the ability of inquiry and innovation. The content of after-school reflection for smart campus education is basically student-centered and pay more attention to the level of understanding of the content of the lecture, whether the example cited is appropriate, whether it meets the cognitive level of the student, and so on. It adjusts and guides future teaching through reflection on these issues. In addition, in the arrangement of homework after class, smart campus education pays more attention to the improvement of homework quality, not simply increasing the number of homework, but also paying attention to the arrangement of various types of topics. This not only strengthens the students’ consolidation and understanding of the knowledge they have learned but also exercises the students’ ability of inquiry and innovation and improves the students’ flexibility in the use of knowledge.


## 4.1. Comparison before Class

The preclass comparison is divided into the comparison of the resources used in teaching materials and teaching plans and the comparison of the content of teaching design. The comparison of the resources used in teaching materials and teaching plans is mainly obtained through tensor analysis. In order to make the comparison more intuitive, it is presented in the form of percentages. The specific results are shown in Table1:Table 1
Comparison of resources used in teaching materials and teaching plans for smart campuses.
OptionsFacing smart campus (%)Not for smart campus (%)Textbook or teaching reference2049Students’ learning characteristics36.520Teaching experience4016Others3.515Education for smart campuses has much higher understanding of students’ learning characteristics and educational experience than those not for smart campuses. Specifically, when facing a smart campus, students can have a good grasp of their learning habits and characteristics and teach students in accordance with their aptitude, so that students’ learning efficiency will also be twice the result with half the effort. On the contrary, education that is not oriented toward smart campuses relies more on textbooks and teaching references and does not know enough about students to teach students in accordance with their aptitude. As a result, the learning efficiency of students cannot be improved. The smart campus emphasizes the process supervision and dynamic management of the interaction between the owners, objects, and resources of the campus, so as to realize a more intelligent management mode of intelligent supervision, evaluation, interaction, reminder, and prevention.For the comparison of teaching design content, data conflict resolution technology is used. Through analysis of educational teaching plans that are all oriented to smart campuses, the differences between the two are analyzed. The specific statistical results are shown in Table2:Table 2
Comparison of teaching design content for smart campus.
OptionsFacing smart campus (%)Not for smart campus (%)Learning interest1131Learning experience2518Learning ability5521Others1930From the data in the table, it can be seen intuitively: smart campus-oriented education hopes to better understand students’ “learning ability” and “learning experience.” It can be seen that it is very important to cultivate students’ autonomous learning ability, while nonsmart campus education focuses on students’ “learning interest” and “other abilities.” Figure4 can be synthesized from Tables 1 and 2.Figure 4
Comparison of whether to face the smart campus pre-class comparison. Note: T o t r: textbook or teaching reference. S l c: students’ learning characteristics. T e: teaching experience. o: others. L i: learning interest. l e: learning experience. L a: learning ability.
(a)(b)In summary, education for smart campuses is conducive to the improvement of students’ learning efficiency and learning ability and is beneficial to the development of students’ abilities. However, it is not for the smart campus, and only focusing on the cultivation of students’ interests does not mean that the cultivation of students’ interests is not good, but that students’ learning ability is more important in all aspects.And the education for smart campus does not completely abandon the cultivation of students’ interest but focuses on the all-round development of students. At present, in comparison, education for smart campuses is obviously better.


## 4.2. Comparison in Class

Classroom teaching refers to some behaviors shown by teachers in the classroom, mainly including teachers’ questioning and interaction, adjustment and control, evaluation, and so on [23]. This article is divided into the comparison of classroom introduction skills and classroom questioning skills. The data is obtained through tensor analysis.Specific data are shown in Table3.Table 3
Comparison of classroom introduction skills for smart campus.
OptionsFacing smart campus (%)Not for smart campus (%)Student’s learning interest2045Student’s learning experience3020Type of lesson4025Others1010It can be seen from the table that education that is not oriented toward smart campuses focusing on the cultivation of students’ learning interests, while education oriented toward smart campuses focuses on introducing new courses into experience, students’ knowledge level, and class types. From the perspective of the overall development of students, when the students are highly motivated to attend classes, it is very important to naturally introduce new topics and grasp the important and difficult points of new topics in time.The specific data of whether to introduce new class hours to smart campuses are as follows.It can be seen from Table 4 that the active participation of students who do not introduce new courses for smart campuses is very high, while new courses for smart campuses capture the essential content of new courses and make it easy for students to accept new courses. It can be seen that education for smart campuses will focus on the enthusiasm of students to learn while grasping the essence of the teaching content to introduce, and the effect will be better.The data in Tables3 and 4 are analyzed to get Figure 5.Table 4
Comparison of the effect of introducing new courses for smart campus.
OptionsFacing smart campus (%)Not for smart campus (%)Students actively participate3040Easy for students to accept3526Students can grasp the essence of the new class3119Others415Figure 5
Comparison of whether to introduce new courses for smart campus. S l i: student’s learning interest. S l e: student’s learning experience. T o l: type of lesson. S a p: students actively participate. E f s t a: easy for students to accept. Scgteotnc: students can grasp the essence of the new class.
(a)(b)It can be analyzed from the case that the introduction of game situations is not used for smart campus education, and more emphasis is placed on improving students’ interest in learning and improving students’ enthusiasm for listening to lessons. However, this can easily lead to lively classes for students, ignoring the nature of the problem; so, instead of smart campus education, the essence of the new class should be the main content. The smart campus education adopts the method of combining problem introduction and experience introduction, starting with problem introduction and the actual situation of life, with a gentle pace and a clear rhythm.It can be seen that, not oriented to smart campus education, more attention is paid to stimulating students’ interest in learning when designing classroom introduction. Teachers for smart campus education pay more attention to students’ grasp of the nature of the problem. By questioning students, teaching is based on the students’ existing knowledge and experience and focusing on the combination with the actual life of the students, focusing on the students’ personal experience.Classroom questioning is the interaction between teachers and students in the form of questions in classroom teaching. In order to check the learning effect of students, students were encouraged to take the initiative to participate in classroom activities and achieve the teaching goals. The specific data are as follows.For intuitive comparison, the chart is drawn as follows.As shown in Figures6–8, it can be seen that, in mechanical and recall questions, the number of questions not oriented to smart campus education is significantly more than that of smart campus education. In terms of managerial questions, there is a little difference between the two sides. In the second type of questioning form, the number of three questioning forms for smart campus education is greater than that for nonsmart campus education. In the questioning skills of classroom teaching, it is not oriented to smart campus education and prefers to use the form of simple questioning. The smart campus education pays more attention to the use of complex questions. It takes students as the main body, always feels the feelings of students, and allows students to think actively; nonsmart campus education also involves some complicated questions in classroom teaching, but most of them are not very patient to guide students to answer questions, and in many cases. they are self-questioning and self-answering. The previously mentioned analysis can show that, for smart campus education, more attention should be paid to giving students plenty of thinking time. Figure 9 can be obtained by combining Figures 6–8.Figure 6
Comparison of whether to ask questions in the smart campus classroom.Figure 7
Comparison of whether to ask questions in the smart campus classroom.Figure 8
Comparison of whether to ask questions in the smart campus classroom.Figure 9
Comparison of whether to ask questions in the smart campus classroom.Note. M q: mechanical questioning. M q: managerial question. R q: recall question. E q: explanatory question. R q: reasoning questioning. C q: critical questioning.
(a)(b)To sum up, the smart campus education can more accurately express the knowledge structure than the smart campus education, which means that the smart campus education is more familiar with the knowledge; smart campus education is better than nonsmart campus education in dealing with students’ wrong answers; the quality of asking questions for smart campus education is higher than that of nonsmart campus education.


## 4.3. Comparison after Class

After class, it is mainly after-school teaching reflection, that is, reunderstanding, reexploring, rethinking, and recreating the teaching process [24]. The main purpose here is to analyze the difference in classroom teaching reflection for smart campus education. The data is still obtained through tensor analysis as follows.It can be analyzed from Table5 that there are obvious differences in each option for smart campus education and nonsmart campus education. Specifically, the proportion of reflections on “whether students can answer questions,” “can students understand the teaching content,” and “whether the teaching goals are completed” is significantly higher for smart campus education than for nonsmart campus education; while it is not oriented toward smart campus education, the proportion of reflections on “whether the teaching attitude is appropriate, whether the writing on the blackboard is neat,” “whether the teaching progress is appropriate, whether the class is in good order,” and “whether the content of the explanation is clear” is significantly higher than that of the smart campus educate. It can be seen from this that in the after-class reflection of smart campus education, more attention is paid to students’ understanding of teaching content, whether the teaching goal is completed, and the situation of students answering questions. So, it can be said that smart campus education pays more attention to student learning, and the content of reflection is student-centered. Instead of focusing on smart campus education, it pays more attention to the grasp of the classroom progress, the performance of the teaching attitude, the management of the classroom, the clarity of content explanation, and so on. Therefore, it can be seen that the content of after-school reflection that is not oriented to smart campus education is more self-centered, ignoring the students’ answers to the questions and the acceptance of the teaching content.Table 5
Comparison of classroom teaching reflection on whether to face a smart campus.
OptionsFacing smart campus (%)Not for smart campus (%)Whether the teaching attitude is appropriate and whether the blackboard writing is neat323Whether the teaching progress is appropriate and whether the class is in good order2438Is the explanation clear3359Can the student answer the question4830Can students understand the teaching content6837Whether to complete the teaching goal6040Other23The arrangement of homework after class not only enables students to consolidate the knowledge they have learned but also helps to understand the situation of students’ knowledge, which improves students’ ability to discover, analyze, and solve problems.The following is an explanation from the number and difficulty of classwork, and the data is obtained from the survey:From Figure10, we can get the following.Figure 10
Comparison of homework assignments for smart campuses.
(a)(b)Education that is not oriented to smart campuses pays more attention to letting students practice routine questions, with relatively few closed questions, and even fewer open questions. According to Bloom’s classification of educational goals, the level of homework not oriented to smart campus education is at the level that allows students to remember and simply understand knowledge but lacks the cultivation of students’ inquiry and innovation abilities. The student’s ability to use knowledge flexibly is not high.For smart campus education, the setting of after-school homework is not excessively focused on the increase in weight, but on the improvement of homework quality, and it pays more attention to the layout of closed questions. Followed by regular questions, there are also a small number of open questions, based on Bloom’s classification of educational goals. The level of assignments for smart campus education is more for the students to know about what they are learning. Second, some regular questions will allow students to reinforce the basics of memorization. In addition, the arrangement of a small number of open questions not only improves the students’ ability of inquiry and innovation but also encourages students to use the knowledge they have learned flexibly.In summary, the content of after-school reflection that is not oriented toward smart campus education is basically self-centered. It pays more attention to whether its own language is appropriate, whether the teaching style is in place, whether the writing on the blackboard is neat, whether the classroom order is good, and whether the classroom rhythm is appropriate. In addition, in the arrangement of homework after class, it is not oriented towards smart campus education and pays more attention to the increase of the number of homework, ignoring the improvement of quality, and most of the homework is routine topics. Although it enhances the students’ memory of the knowledge they have learned, it is easy to cause the students to become fixed on the knowledge learning, they will not use it flexibly, and they lack the ability of inquiry and innovation. The content of after-school reflection for smart campus education is basically student-centered and pay more attention to the level of understanding of the content of the lecture, whether the example cited is appropriate, whether it meets the cognitive level of the student, and so on. It adjusts and guides future teaching through reflection on these issues. In addition, in the arrangement of homework after class, smart campus education pays more attention to the improvement of homework quality, not simply increasing the number of homework, but also paying attention to the arrangement of various types of topics. This not only strengthens the students’ consolidation and understanding of the knowledge they have learned but also exercises the students’ ability of inquiry and innovation and improves the students’ flexibility in the use of knowledge.


## 5. Discussion

Education for smart campuses, whether for schools or students, currently has more advantages than disadvantages. Like the smart Earth, the “smart campus” is inseparable from the Internet of Things technology that is in full swing. From the previous analysis, it can be seen that there is a big difference between wisdom-oriented education and nonsmart campus education. In the era of big data, smart campuses will become the future development trend. Just as classes have also changed from offline to online, the outbreak of the epidemic seems to have stimulated the development of the Internet era, and education has gradually integrated with the Internet [25]. The high-end form of the digital campus, the goal and orientation of development, and evolution is a smart campus. Smart campus is based on the digital campus, using the current relatively mature Internet of Things technology, mobile communication technology, and even big data and cloud computing technology. Through the arrangement of information collecting terminals such as sensors and the use of various applications, the sensory data information from various basic individuals and the environment of the campus is collected. And the collected information data is transmitted, stored, analyzed, and optimized to form valuable information and fed back to grassroots individuals through various applications and terminals. It also realizes the sharing and utilization of resources and expands the time and space of the campus. This provides richer decision-making resources and more convenient management service methods for campus management and services and improves the flexibility, clarity, and real-time nature of the interaction between people and various resources of the school.


## 6. Conclusions

“Smart campus” is the performance of digital campus upgrading to a certain stage, and it is a stage of digital campus development. From this, it can be seen that the cornerstone of the “smart campus” is the construction and development of the digital campus in the early stage. That is to say, the “smart campus” must first have a unified infrastructure platform and a network environment covered by both wired and wireless networks; second, there must be a unified data sharing platform and comprehensive information service platform. The current technology of smart campus education is not mature, and the construction of smart campus involves many aspects of knowledge and content, which cannot be studied from a single perspective. This article uses the collected data to perform tensor analysis and data conflict resolution technical analysis in the link of education and research for smart campuses. It combines data to analyze whether it is facing the problems in smart campus education and obtains some comparative data results. There are still some shortcomings in the research process of the article. First of all, the data collected in this thesis is not perfect, and it is a bit one-sided. Because there is no more data collected, it is not enough to represent the full difference in whether or not to face smart campus education; Second, the article uses interviews, questionnaire surveys, and other analytical methods. However, there are not many subjects in the survey. They are only part of the students on campus. They still belong to a small group of surveys. Therefore, the conclusions drawn by the article research are not perfect.



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*Source: 5973920-2022-05-16.xml*