2021 IEEE Global Engineering Education Conference (EDUCON)最新文献_第7页

Autonomous Vehicles as a Development Platform: From High School to Faculty 自动驾驶汽车作为发展平台:从高中到大学

2021 IEEE Global Engineering Education Conference (EDUCON) Pub Date : 2021-04-21 DOI: 10.1109/EDUCON46332.2021.9454030

Rolando Bautista-Montesano, R. Galluzzi, Víctor Gómez-Aladro, Rogelio Bustamante-Bello, R. Ramírez-Mendoza

引用次数: 2

Pilot study on effectiveness of a virtual game training on executive functions 虚拟游戏执行功能训练有效性的初步研究

2021 IEEE Global Engineering Education Conference (EDUCON) Pub Date : 2021-04-21 DOI: 10.1109/EDUCON46332.2021.9453899

I. A. C. Giglioli, Sara Mussoni, P. Cipresso, J. Marín-Morales, G. Riva, M. Alcañiz

{"title":"Pilot study on effectiveness of a virtual game training on executive functions","authors":"I. A. C. Giglioli, Sara Mussoni, P. Cipresso, J. Marín-Morales, G. Riva, M. Alcañiz","doi":"10.1109/EDUCON46332.2021.9453899","DOIUrl":"https://doi.org/10.1109/EDUCON46332.2021.9453899","url":null,"abstract":"Attention, control inhibition, and visual-spatial working memory represent the three basic sets of cognitive processes involving on executive functions (EF). Basic EF are relevant abilities in daily life that allow to control and monitor adapted behaviors in order to achieve specific goals. In the educational field, EF are related to academic achievement, social functioning, as well as the inhibition of maladaptive behaviors. Their impairment often leads to an incapacity to perform multiple and simultaneous mental activities, as well as to plan and monitor learning. The main aim of cognitive neuropsychology intervention is to identify effective methods that allow transferring trained strategies and abilities to daily life. Accordingly, virtual reality games (VRG) are showing ecological validity effectiveness in EF training. In this framework, the aim of this study was to examine the effectiveness of a VRG cooking-based for improving basic EF processing. 31 healthy subjects (M=24.3; SD=2.51) participated to 3 training sessions of 25 minutes each. Each session involved 6 VRG characterized by different levels of difficulties. Three traditional measures were administered to participants pre- and post-VRG: The Corsi test for assessing visual-spatial working memory, the Dual-task, and the Flanker task for attention and inhibition control respectively. The results reported a significant improvement of the three EF abilities after training, showing the potential effectiveness of a VRG along with the traditional measures. Future studies on students with learning disabilities are needed to compare performance and effectiveness.","PeriodicalId":178923,"journal":{"name":"2021 IEEE Global Engineering Education Conference (EDUCON)","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124779123","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}

引用次数: 1

Scripting an Integrated Learning and Work Process to Scaffold Online Action-oriented Learning 编写一个集成的学习和工作流程，以支持在线面向行动的学习

2021 IEEE Global Engineering Education Conference (EDUCON) Pub Date : 2021-04-21 DOI: 10.1109/EDUCON46332.2021.9454154

Yongwu Miao, Yuan Li, Xiaogang Du, Mingjie Pu

{"title":"Scripting an Integrated Learning and Work Process to Scaffold Online Action-oriented Learning","authors":"Yongwu Miao, Yuan Li, Xiaogang Du, Mingjie Pu","doi":"10.1109/EDUCON46332.2021.9454154","DOIUrl":"https://doi.org/10.1109/EDUCON46332.2021.9454154","url":null,"abstract":"In order to prepare graduates with “competences to act”, vocational education and training require new approaches that enable the future employees to act independently in real work situations. The work-process-oriented curriculum and action-oriented learning could be considered as such a kind of curricula and a pedagogic method. However, how to provide computer-mediate scaffoldings to support online action-oriented learning within a work-process-oriented curriculum is still a challenge. This paper reports our work to scaffold online action-oriented learning by specifying an integrated learning-work process using a scripting language as a formal learning-work process model, called a unit of learning. Such a process model can be interpreted by a language-compatible learning platform to guide and foster the learning-work activities through configuring the learning-work environment dynamically. This paper also reports a case study conducted at a high-level vocational school. The results reveal that the computer-mediated scaffoldings in our process-oriented learning platform are useful to support online action-oriented learning.","PeriodicalId":178923,"journal":{"name":"2021 IEEE Global Engineering Education Conference (EDUCON)","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122973806","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}

引用次数: 0

Teaching Team Collaboration in Cybersecurity: A Case Study from the Transactive Memory Systems Perspective 网络安全教学团队合作:从交互记忆系统角度的个案研究

2021 IEEE Global Engineering Education Conference (EDUCON) Pub Date : 2021-04-21 DOI: 10.1109/EDUCON46332.2021.9453894

Kay Yoon, Sang-Yoon Chang

{"title":"Teaching Team Collaboration in Cybersecurity: A Case Study from the Transactive Memory Systems Perspective","authors":"Kay Yoon, Sang-Yoon Chang","doi":"10.1109/EDUCON46332.2021.9453894","DOIUrl":"https://doi.org/10.1109/EDUCON46332.2021.9453894","url":null,"abstract":"Recent trends in the cybersecurity workforce have recognized that effective solutions for complex problems require collective efforts from individuals with diverse sets of knowledge, skills, and abilities. Therefore, the growing need to train students in team collaboration skills propelled educators in computer science and engineering to adopt team-based pedagogical strategies. Team-based pedagogy has shown success in enhancing students’ knowledge in course subjects and their motivation in learning. However, it is limited in offering concrete frameworks specifically focusing on how to teach team collaboration skills. As part of an interdisciplinary effort, we draw on Transactive Memory Systems Theory–a communication theory that explains how individuals in groups learn who knows what and organize who does what–in developing a Team Knowledge Sharing Assignment as a tool for student teams to structure their team collaboration processes. This paper reports a result of a case study in designing and facilitating the assignment for cybersecurity students enrolled in a scholarship program. Students’ evaluations and the instructor’s assessment reveal that the assignment made a positive impact on students’ team collaboration skills by helping them successfully identify their team members’ expertise and capitalize on their team’s knowledge resources when delegating functional roles. Based on this case study, we offer practical suggestions on how the assignment could be used for various classes or cybersecurity projects and how instructors could maximize its benefits.","PeriodicalId":178923,"journal":{"name":"2021 IEEE Global Engineering Education Conference (EDUCON)","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123929851","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}

引用次数: 3

A portrait of adopted programming languages of Portuguese Higher Education Institutions 葡萄牙高等教育机构采用的程序设计语言

2021 IEEE Global Engineering Education Conference (EDUCON) Pub Date : 2021-04-21 DOI: 10.1109/EDUCON46332.2021.9454077

Sónia Rolland Sobral, F. Moreira

引用次数: 1

Using Real-World Problems to Explore and Improve Students' Understanding of Parallelism Concepts 利用现实问题探索和提高学生对并行概念的理解

2021 IEEE Global Engineering Education Conference (EDUCON) Pub Date : 2021-04-21 DOI: 10.1109/EDUCON46332.2021.9453912

M. Fuad, D. Deb

{"title":"Using Real-World Problems to Explore and Improve Students' Understanding of Parallelism Concepts","authors":"M. Fuad, D. Deb","doi":"10.1109/EDUCON46332.2021.9453912","DOIUrl":"https://doi.org/10.1109/EDUCON46332.2021.9453912","url":null,"abstract":"Students' conceptual knowledge about parallelism continues to grow because of the increasing infusion of parallelism topics in all courses, even if they are not dedicated to those topics. Most times, such infusion is through high-level theoretical problems, as listed in the textbooks. However, without providing corresponding real-life instances, such problems might not engage students with the content in such courses. Does providing real-life activities along with theoretical constructs help students to grasp such topics better? As an attempt to explore student comprehension of parallelism in such course scenarios, this paper describes an unplugged assignment, where students were asked to categorize their daily activities into concurrent and parallel tasks. The paper then presents a thematic analysis of student experience using three semesters' worth of student data. The analysis shows that, although students exhibit limited knowledge of parallelism in real-life situations and have numerous misconceptions about parallelism; their participation in such assignments are deliberate, their thinking processes are analytical, their writing skills in expressing such concept is limited and their impressions about such assignments are positive. The paper then presents an effort to enhance student's comprehension and shows how the intervention has improved students' understanding of this critical concept. This study confirms that it is essential to provide real-life analogies and examples to facilitate a greater understanding of parallelism. Because providing only theoretical examples might not engage a diverse body of students in courses that are just trying to expose students to this critical topic.","PeriodicalId":178923,"journal":{"name":"2021 IEEE Global Engineering Education Conference (EDUCON)","volume":"99 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130180503","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}

引用次数: 1

Online Teaching amid COVID-19: The Case of Zoom 新冠肺炎背景下的在线教学:Zoom案例

2021 IEEE Global Engineering Education Conference (EDUCON) Pub Date : 2021-04-21 DOI: 10.1109/EDUCON46332.2021.9453918

P. Spathis, Ratan Dey

引用次数: 2

Learning Spaces for a Competency-based Model: Post-occupancy Evaluation 基于能力的学习空间模式:使用后评价

2021 IEEE Global Engineering Education Conference (EDUCON) Pub Date : 2021-04-21 DOI: 10.1109/EDUCON46332.2021.9453977

E. G. R. Flores, J. Moreno, Eunice López-Camacho, J. Mena

{"title":"Learning Spaces for a Competency-based Model: Post-occupancy Evaluation","authors":"E. G. R. Flores, J. Moreno, Eunice López-Camacho, J. Mena","doi":"10.1109/EDUCON46332.2021.9453977","DOIUrl":"https://doi.org/10.1109/EDUCON46332.2021.9453977","url":null,"abstract":"Competency-based education is increasingly demanded in higher education institutions. Tecnologico de Monterrey (TEC, Mexico) implemented a new educational model based on competencies (TEC21), thus, innovative spaces were designed to ensure versatile and flexible learning. This research is a post-occupancy evaluation and aims at exploring the extent to which classroom design can boost a competency-based model learning in engineering students (n = 122) in different campuses throughout the country. A mixed research method based on data collected from a satisfaction and compatibility questionnaire and classroom observations was utilized. Main results indicate that, generally speaking, students were more satisfied with the learning spaces than teachers were. We discuss the importance of the tables, chairs, and electric outlets in the classroom. Secondly, the innovate spaces highly promoted collaborative work but they were not enough to support prototype designing lessons in engineering. Overall, the innovative spaces are designed to cover different discipline contents so that, not all of them meet the learning needs of all the subjects taught in the higher education institution.","PeriodicalId":178923,"journal":{"name":"2021 IEEE Global Engineering Education Conference (EDUCON)","volume":"104 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128028948","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}

引用次数: 0

Exploring Educational Practices in Emergency Remote Teaching. The Role of Educational Neuroscience 急诊远程教学教学实践探索教育神经科学的作用

2021 IEEE Global Engineering Education Conference (EDUCON) Pub Date : 2021-04-21 DOI: 10.1109/EDUCON46332.2021.9454143

Spyros Doukakis, Panagiotis Sfyris, Maria Niari, E. Alexopoulos

{"title":"Exploring Educational Practices in Emergency Remote Teaching. The Role of Educational Neuroscience","authors":"Spyros Doukakis, Panagiotis Sfyris, Maria Niari, E. Alexopoulos","doi":"10.1109/EDUCON46332.2021.9454143","DOIUrl":"https://doi.org/10.1109/EDUCON46332.2021.9454143","url":null,"abstract":"The COVID-19 pandemic led to an abrupt shift from conventional in-classroom teaching to an online form of synchronous distance education. In this context, educators faced the challenge to modify their teaching (planning, design and implementation) in order to answer the need for Emergency Remote Teaching (ERT), which arose during the past months. However, were they ready – or appropriately trained – to teach online at such short notice? What is more, did they manage to integrate the principles of online learning into their teaching practices according to the results of research from the field of educational neuroscience? In order to answer these questions, a qualitative small-scale research was conducted, using interviews with eight educators from private secondary schools in Greece. The research findings lead to the conclusion that the educators lack the theoretical knowledge of relevant learning theories for distance learning and, at the same time, seem to ignore the results of research in educational neuroscience, which clearly suggest the need to integrate multiple representational models into the learning process to activate different areas of the trainee’s brain to facilitate the learning of the latter. Moreover, important factors for effective learning, such as collaboration, interaction and time, are neglected during their teaching planning and design. Hence, it is proposed that educators should be trained according to the Technological Pedagogical and Content Knowledge (TPACK) framework in the principles of distance learning and educational neuroscience, in order to be more effective in the planning, design, and implementation of teaching.","PeriodicalId":178923,"journal":{"name":"2021 IEEE Global Engineering Education Conference (EDUCON)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122505695","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}

引用次数: 3

Teacher Training during Covid-19: A Case Study of the Virtual STEM Project in Africa 2019冠状病毒病期间的教师培训:以非洲虚拟STEM项目为例

2021 IEEE Global Engineering Education Conference (EDUCON) Pub Date : 2021-04-21 DOI: 10.1109/EDUCON46332.2021.9453920

Bosun Tijani, Nissi Madu, T. Falade, Opeyemi Dele-Ajayi

引用次数: 2