2020 IEEE Frontiers in Education Conference (FIE)最新文献

{"title":"Experiential Factors Supporting Pupils’ Perceived Competence In Coding - An Evaluative Qualitative Content Analysis","authors":"David Haselberger, R. Motschnig, Oswald Comber, H. Mayer, Matthias Hörbe","doi":"10.1109/FIE44824.2020.9274217","DOIUrl":"https://doi.org/10.1109/FIE44824.2020.9274217","url":null,"abstract":"This Full Paper in the research to practice category explores pupils’ motivation to learn programming by game development in the game development environment (GDE) UnityTM. After getting to know block-based programming through controlling robots, 66 students with minimal computer literacy between 14 and 16 years of age got in touch with Unity in six Informatics courses with group sizes between 8 and 14 students each for approximately 40 course hours. In particular, we are interested in experiential factors that underlie students’ perceived competence in coding in high school computer science. We conducted an evaluative qualitative content analysis of 21 semi-structured interviews among students in six high school Informatics courses. Self-determination theory (SDT) identifies competence, autonomy and relatedness as basic needs that underpin motivation. We evaluated in how far students expressed these needs in their reciprocal interviews. Further, we explored student statements to find out about factors influencing their perceived competence. We were specifically interested in students’ future expectancy to get in contact with coding - which we attributed to the need for autonomy. According to our findings, most students were rather motivated to code in Unity. Yet, many did not express a future interest in (game) development. The majority of students expressed perceived competence in the programming tasks. A few students also explicitly mentioned relatedness as important learning factor. In line with SDT, relatedness appears to be important for students’ ability to deal with frustration along the journey of learning to code. It is open to consideration in how far students’ social environment – including student peers awareness of technology use in their current personal surroundings and possible future opportunities for getting in contact with coding in their lives – is deeply relevant to students’ perceived competence in programming apart from coding tools, such as Scratch or Unity, and incentives, such as programming games.","PeriodicalId":149828,"journal":{"name":"2020 IEEE Frontiers in Education Conference (FIE)","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121817470","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exposing Students to a State-of-the-art Problem Through a Capstone Project","authors":"R. Panicker, S. Sasidhar, Yuen Jien Soo, C. Tan","doi":"10.1109/FIE44824.2020.9274024","DOIUrl":"https://doi.org/10.1109/FIE44824.2020.9274024","url":null,"abstract":"This Innovative Practice category Full Paper presents the use of a state-of-the-art research problem for a capstone project for third year computer engineering students. In our university, students were given the opportunity to work on a cutting edge problem - indoor navigation systems for the visually impaired. Indoor navigation is challenging because GPS signals cannot be received indoors. It is an area where a large amount of research is ongoing, and hundreds of scientific papers are published every year. For a successful implementation of the system, students had to draw on their knowledge of all the computer engineering concepts, ranging from digital electronic circuits, microprocessors, real-time systems, data structures and algorithms, software engineering, computer networking etc. In addition, students had to evaluate and adopt techniques from existing literature, and adapt them to meet the problem requirements. Thus, the project reinforced their knowledge of fundamentals, while exposing them to a problem with no obvious solution. The main evaluation was conducted as a competition, where students were blindfolded and were required to navigate between two indoor locations. Their system had to download the maps from a server, compute the optimal route to the destination, and students had to navigate there based only on voice and/or haptic commands provided by their system. Some constraints were imposed to ensure that the problem did not get trivialized and accurately represented a real-world scenario. Quantitative and qualitative results from the module feedback surveys showed significant improvement over the previous capstone project. The surveys indicate that the nature of the project and the evaluation process provided adequate challenge and excitement to students, while facilitating effective learning. Students were able to exercise their creativity, and come up with a number of interesting positioning techniques. Such a project ensured that the learning process cemented their understanding of subject fundamentals while addressing a novel research problem that is current, and has a potentially huge societal and commercial impact.","PeriodicalId":149828,"journal":{"name":"2020 IEEE Frontiers in Education Conference (FIE)","volume":"98 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116669275","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Supporting Instructor Reflection on Employed Teaching Techniques via Multimodal Instructor Analytics","authors":"Jesse Eickholt","doi":"10.1109/FIE44824.2020.9273968","DOIUrl":"https://doi.org/10.1109/FIE44824.2020.9273968","url":null,"abstract":"This work-in-progress in the Innovative Practice Category describes the use of multimodal data capture to inform instructors’ awareness of their activities in the classroom. Broadly construed, learning analytics is the collection and analysis of data in an educational context with the aim of improving educational outcomes. To capture a more wholistic characterization of an educational context, there has been increased interest in multimodal data such audio, gestures, positioning and movement. These data can characterize the content delivered and teaching techniques employed by the instructor. Instructor reflection on both may lead to improvements in instruction.Presented here is IATracer, a lightweight system for multi-modal instructor data capture consisting of a lavalier microphone paired with a positioning badge. The microphone captures classroom audio and using Google Cloud’s Speech-to-Text API with diarization, the instructor’s speech can be isolated and transcribed. Analysis of this text can provide insights into what topics were covered, for how long and what questions were asked. Additional analysis could provide the instructor feedback on the delivery (e.g., long monologues) and the level of student interaction (e.g., dialogue, questions directed towards students). Novel aspects of this work-in-progress include the lightweight, economical nature of the system and its use of Google Cloud services. The insights generated by the system will enable faculty to reflect upon their employed teaching techniques and the content of their interaction with students. Such reflection ensures alignment of employed technique with intent.","PeriodicalId":149828,"journal":{"name":"2020 IEEE Frontiers in Education Conference (FIE)","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117144101","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Redesigning the Online Video Lecture Player to Promote Active Learning","authors":"Ian Walk, Arnold Yim, Ed Novak, Charles Reiss, D. Graham","doi":"10.1109/FIE44824.2020.9273898","DOIUrl":"https://doi.org/10.1109/FIE44824.2020.9273898","url":null,"abstract":"This Research to Practice Work-In-Progress paper examines video lecture interactions and engagement boosting techniques. Posting video lectures online allows lecturers to extend their impact beyond the classroom. However, conventional video players may not be the best way to distribute lecture video content. When we looked at audience retention data for videos, we found that the watch patterns for lecture videos differed drastically from the watch patterns observed for non-lecture videos. In particular, we found that students were more likely to replay or skip sections of lecture videos than they were with non-lecture videos. Given these differences in viewing patterns, we created a new custom video player that is better suited for lectures to enhance student learning and to give instructors valuable feedback. Our custom video player has three main features: it logs student interactions to help instructors identify topics that students might struggle with, it allows students to search for key words in the video, and it has an integrated quiz tool to enhance active learning.","PeriodicalId":149828,"journal":{"name":"2020 IEEE Frontiers in Education Conference (FIE)","volume":"139 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127496208","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"ASSETS: Building a Model to Support Transfer Students in Engineering –Work in Progress","authors":"Ignatius Fomunung, Marclyn Porter, A. Rorrer, Christopher F. Silver, Bradley Harris, Gary McDonald, Weidong Wu, Lyn Potter","doi":"10.1109/FIE44824.2020.9274046","DOIUrl":"https://doi.org/10.1109/FIE44824.2020.9274046","url":null,"abstract":"This Research to Practice work in progress paper presents a model to bridge the gap in community college engineering students successfully transferring to 4-year institutions. In 2015, the state of Tennessee (TN) launched TN Promise, a scholarship and mentoring program that enables tuition-free attendance at two-year community colleges for eligible Tennessee high school graduates. With over 18,000 students already enrolled in TN Promise, the number of students who may choose to transfer to four-year institutions is expected to grow exponentially in the coming years. To prepare for the expected influx of transfer students, and to address known barriers transfer students face, we have designed the Academic Intervention, Social Supports and Scholarships for Engineering Transfer Students program (ASSETS). While transfer students are ready for college, they often face institutional barriers to success that need addressing, particularly in Engineering.The ASSETS program is a comprehensive support ecosystem designed to improve retention and reduce time to graduation for engineering transfer students. In the second year of operation, with 23 enrolled ASSETS scholars, the program has implemented and begun studying the effectiveness of evidence-based strategies to reduce these institutional barriers to success, improve retention rates, and reduce time to graduation among engineering transfer students.This paper presents the initial findings and outcomes of the ASSETS program to enhance opportunities and success of transfer students.","PeriodicalId":149828,"journal":{"name":"2020 IEEE Frontiers in Education Conference (FIE)","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124957161","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Integrating Electrical Engineering Fundamentals with Instrumentation and Data Acquisition in an Undergraduate Mechanical Engineering Curriculum","authors":"Yen-Lin Han, Gregory S. Mason, K. Cook, T. Shuman, J. Turns","doi":"10.1109/FIE44824.2020.9274210","DOIUrl":"https://doi.org/10.1109/FIE44824.2020.9274210","url":null,"abstract":"The Anonymous University Mechanical Engineering department was awarded a grant from the National Science Foundation to revolutionize its undergraduate program. The goal of the grant is to implement department wide changes that create a focus on doing engineering with engineers and fosters stronger engineering identities in students and faculty. One area of change is the program’s curriculum. This paper describes how the Electrical Engineering Fundamentals course was integrated into the Mechanical Engineering Instrumentation and Data Acquisition (DAQ) course with the goal of creating connections between electrical engineering concepts and applications in mechanical engineering. Design and implementation of this course sequence are presented. Assessment and evaluation methods are also discussed.","PeriodicalId":149828,"journal":{"name":"2020 IEEE Frontiers in Education Conference (FIE)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126109058","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Affect Effect: Integrating Student Emotions into the Design of Engineering Technology Courses with Optimization Method","authors":"Haifeng Wang, Laura Cruz, Makayla Shank","doi":"10.1109/FIE44824.2020.9274279","DOIUrl":"https://doi.org/10.1109/FIE44824.2020.9274279","url":null,"abstract":"This Innovative Practice Full Paper presents a study that enhanced both cognitive and non-cognitive learning outcomes through optimizing science, technology, engineering and math (STEM) students’ affective responses. Much of engineering education has focused on designing courses and curriculum to maximize both cognitive and, increasingly, non-cognitive learning outcomes. The role of affective outcomes, such as feelings or values, have been comparatively under-studied in the engineering context [1]. This despite the fact that there is promising research in both educational psychology and computer science that links positive affect with enhanced learning outcomes [2], [3].To design a study based on affect, an engineering professor partnered with an advanced undergraduate psychology student to develop a model for capturing and applying affective outcomes in applied engineering courses. To measure affect, we collected weekly surveys of the students’ affective responses to both the mode of delivery and nature of the content using categories such as boredom, surprise, and confidence, each of which have been identified as potentially significant by other researchers. We then integrated the students’ responses into a predictive linear recursion model, which was, in turn, used to make curricular decisions periodically throughout the semester. In other words, the students’ affective responses were used to influence the content and the delivery of the course as it was being taught.Our findings suggest that using this predictive model to optimize affective responses could be used as the basis of responsive course design and the enhancement of student learning outcomes. The study has implications for the further study of the role of affective outcomes in engineering education; as well as the advancement of co-created (with students) models of instructional and curricular design that incorporate affective variables.","PeriodicalId":149828,"journal":{"name":"2020 IEEE Frontiers in Education Conference (FIE)","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125387023","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Initial Study of Information Literacy Content in Engineering and Technology Job Postings","authors":"Margaret E. Phillips, Dave Zwicky, Jing Lu","doi":"10.1109/FIE44824.2020.9274195","DOIUrl":"https://doi.org/10.1109/FIE44824.2020.9274195","url":null,"abstract":"The goal of this research category work-in-progress study is to investigate the information literacy needs and expectations of employers who hire new engineering and technology graduates, through content analysis of job postings. It seeks to answer two questions: (1) Which information sources do employers expect engineering and technology graduates to know and to use on the job and (2) in what ways are new engineering and technology hires expected to interact with information?A collection of 1502 entry-level job postings aimed at undergraduate engineering and engineering technology students was gathered from a university career center database for the time period May 2017 to May 2018. Three researchers coded a sample of the job postings to calibrate and to develop a code book consisting of the types of information mentioned (journal articles, laws and regulations, technical requirements and specifications, product literature, technical reports, patents, and technical standards and codes) and specific ways of interacting with information (gathering, learning, evaluating, using, managing, creating, and communicating). Next, each researcher utilized NVivo to analyze a subset of the postings using the code book. The researchers will conduct additional analysis in order to make sure the data is reliably coded, but some trends are already obvious.Preliminary results suggest that employers often place their emphasis on different sources of information than those traditionally emphasized in academic settings. Job postings that deal with information sources list experience with standards and codes, both in general and citing specific organizations or documents, as the most common information source requirement. In contrast, journal articles and conference proceedings, often the focus of IL instruction, are barely mentioned in this data set. These findings indicate the need for a new approach to information literacy by engineering educators and librarians to better align with workplace information use.","PeriodicalId":149828,"journal":{"name":"2020 IEEE Frontiers in Education Conference (FIE)","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125391583","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Undergraduate Civil Engineering Students’ Perspectives on Skills for Future Success","authors":"M. Polmear, Denise R. Simmons, Nicholas A. Clegorne","doi":"10.1109/FIE44824.2020.9274269","DOIUrl":"https://doi.org/10.1109/FIE44824.2020.9274269","url":null,"abstract":"This full research paper explores undergraduate construction and civil engineering (CCE) students’ perspectives on the skills they need to be successful in their future careers. Previous research has identified important outcomes and attributes for engineering students to inform curriculum development. However, discrepancies between skills emphasized in the curriculum and those valued in industry have been reported. This potential disconnection raises questions regarding what students are trained to prioritize through their formal education and professional socialization, which has implications for their workforce development. This study explores what skills students believe they need and how/where they learned the importance of these skills. This work aims to connect these perspectives with those expressed by industry. The theoretical framework underpinning this research is a set of competencies that recent graduates need when entering the workforce, as identified by experienced professionals in CCE.This study employed a qualitative approach to explore student perceptions through semi-structured interviews. In 2019, 13 undergraduate CCE students at four U.S.A. institutions completed an interview. The transcripts were analyzed with a combination of inductive and deductive coding.At least one participant described 15 of the 19 competencies included in the guiding framework. The greatest number of students identified Communication, Humility, and Teamwork as important for success in their future field. Emergent competencies were Personal Persistence and Passion for Work. Students expressed that they primarily learned the importance of these skills and practiced them in internships and out-of-class activities. Although a few participants mentioned the classroom, the results indicate an opportunity for engineering educators to better emphasize these competencies in their courses and provide opportunities to foster their development. This research contributes an understanding of where expectations of students already align with industry perspectives, what gaps still need to be closed, and how engineering educators can help prepare students for the realties of the workforce.","PeriodicalId":149828,"journal":{"name":"2020 IEEE Frontiers in Education Conference (FIE)","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125404573","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Case Study Exploring Transfer of Pedagogical Philosophy from Music to Engineering","authors":"Medha Dalal, Adam R. Carberry, Derek Warmington, Richard Maxwell","doi":"10.1109/FIE44824.2020.9274128","DOIUrl":"https://doi.org/10.1109/FIE44824.2020.9274128","url":null,"abstract":"This Research Work in Progress paper presents a case study that demonstrates how a secondary school teacher with a non-STEM background identifies parallels between the engineering design process and music creation to embrace teaching an engineering course for the first time. Multiple interviews and classroom observations were open coded using a two-cycle coding approach to reveal four themes: overcoming imposter syndrome, connections between engineering and music, challenges encountered, and changes in practice. These themes highlight the processes involved in transferring a pedagogical philosophy that can inform future efforts to explore the necessary preconditions for bridging seemingly disparate and unconnected content areas. Further exploration building on these findings will inform efforts to broaden the pool of teachers capable of teaching pre-college engineering classes.","PeriodicalId":149828,"journal":{"name":"2020 IEEE Frontiers in Education Conference (FIE)","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125537715","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}