2021 IEEE Global Engineering Education Conference (EDUCON)最新文献

{"title":"Using the PerFECt Framework to Invent Playful Learning Activities for Exploring the Binary System","authors":"Nektarios Moumoutzis, N. Rigas, C. Xanthaki, Yiannis Maragkoudakis, S. Christodoulakis, D. Paneva-Marinova, Lilia Pavlova","doi":"10.1109/EDUCON46332.2021.9453986","DOIUrl":"https://doi.org/10.1109/EDUCON46332.2021.9453986","url":null,"abstract":"This paper presents a learning community building framework and how it is being used to establish a learning community on the mathematical foundations of computer hardware, namely the binary system. The work builds on previous research efforts targeting gamification of mathematics and is seen under new light offered by the Theatre in Mathematics (TIM) Methodology. The result is a combination of a theatrical game and a board game to teach the binary system to children. The two games are closely related: The theatrical game uses the children's bodies to enact the mechanism of the board game by employing simple rules for interacting with each other. Following simple rules the participants embody the operation of a calculator that is able to transform integers into their binary representations and compute the result of the four arithmetic operations (addition, subtraction, multiplication and division). A simulator of the theatrical game is also offered so that learners can explore it for themselves and discover how the arithmetic operations are done, even when they are not in the same physical space with their peers. The board game is essentially a binary version of a counting table or abacus. It offers an alternative mechanism for understanding the validity of the rules of the theatrical game and makes these rules more concrete and accessible to the children. This way they can explore on an individual basis the way that the four arithmetic operations are performed. Both games offer new learning opportunities, when compared with previous work related to game-based teaching of the binary system. The games surveyed mainly focus on the binary representation of numbers without engaging students in active exploration of arithmetic operations in the binary system. Another important aspect of this work is its unplugged nature that enables students to engage their body in a playful inquiry of mathematical ideas. The knowledge developed can be transferred to other number systems and in particular to the decimal system, thus contributing to a deeper understanding of the mechanisms of number representations and arithmetic.","PeriodicalId":178923,"journal":{"name":"2021 IEEE Global Engineering Education Conference (EDUCON)","volume":"3 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":"121182577","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":"Work in Progress: Creative Coding and Computer Science Education – From Approach to Concept","authors":"Vincenzo Fragapane, Bernhard Standl","doi":"10.1109/EDUCON46332.2021.9453951","DOIUrl":"https://doi.org/10.1109/EDUCON46332.2021.9453951","url":null,"abstract":"This paper discusses how a connection between programming and creative work in terms of visual and interactive art can be of interest in the educational context of learning programming. There are strong indications that a creative approach in programming allows to pay attention to institutional and social requirements concerning computer science education. This includes the students’ interest and motivation as well as their performance and knowledge acquisition. Even though, this has been discussed before, this paper presents a first basic structure of a didactic concept, enabling an integration of creative coding as an additional path for teaching computer science in schools in Baden-Württemberg, Germany. Taking existing approaches into account, basic ideas of creative coding are identified and connected to the concepts of Computational Thinking.","PeriodicalId":178923,"journal":{"name":"2021 IEEE Global Engineering Education Conference (EDUCON)","volume":"91 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":"127123057","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":"HeatQuiz: An app framework for game-based learning in STEM education","authors":"Eva Jacobs, Oliver Garbrecht, R. Kneer, W. Rohlfs","doi":"10.1109/EDUCON46332.2021.9453955","DOIUrl":"https://doi.org/10.1109/EDUCON46332.2021.9453955","url":null,"abstract":"The present paper aims to promote game-based learning using mobile apps in university-level education, specifically in the domains of science, technology, engineering, and mathematics (STEM). A survey among 102 respondents determined needs and preferences of STEM students when using learning apps: which learning strategies they prefer, what personal motivation drives them, which gamification elements appeal to them, and which usage scenarios they favor. An important result is that students prefer apps which promote transfer of learning to those which help structure or memorize content. This preference is in line with the skills expected from professionals in this field. Concrete design and content guidelines for learning apps are derived. Following these, the authors developed a framework which other lecturers may use to create their own app. Two universally applicable types of tasks in STEM education are supported: One allows to qualitatively draw any two-dimensional mathematical function and check its characteristics; The other allows to correct any mathematical expression as variables can also be processed. Using the framework, a mobile app for heat and mass transfer (HeatQuiz App) was generated. The app was evaluated with STEM students in an undergraduate class: The vast majority gave a positive rating and believed that the focus on transfer of learning is well implemented. This is reflected in the usage statistic: During one semester, 545 different students played a total of 27,350 games. As a measure of learning progress, the average score per game nearly tripled over the course of the class. While preparing for the exam, students pushed the app usage to a maximum of 10,000 games per week. This illustrates that the app was well-accepted as a learning tool and is an ideal complement for teaching.","PeriodicalId":178923,"journal":{"name":"2021 IEEE Global Engineering Education Conference (EDUCON)","volume":"37 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":"125103389","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":"Teaching the Concepts of Servitization using a Serious Gaming Approach","authors":"Clemens Drieschner, Vinzenz Senftl, Markus A. Gruber, Magnus Schulte-Tigges, Kristopher Weber, M. Utesch, H. Krcmar","doi":"10.1109/EDUCON46332.2021.9454050","DOIUrl":"https://doi.org/10.1109/EDUCON46332.2021.9454050","url":null,"abstract":"Businesses in every industry are affected by progressing globalization and intensifying competition. Firms’ leaders need skills to find new ways to create revenue and to evolve their business models continuously. Students should therefore be prepared to become tomorrow’s firm leaders with education on business concepts in business transformation. This paper aims to analyze the effectiveness of introducing high school students to the concept of servitization with the serious game SwipeBike@TUM. SwipeBike@TUM was developed to apply business transformations in a game atmosphere while still be appealing at the same time. Within the game, the player takes up the role of C-Level Management to transform a bicycle manufacturer into a service provider through several business stages. The overall learning process is described by learning objectives and covers theoretical and practical parts. The evaluation with 29 students showed that SwipeBike@TUM improved their knowledge and self-evaluation of business models and transformation. For research, we contribute by demonstrating that serious gaming is a suitable teaching approach.","PeriodicalId":178923,"journal":{"name":"2021 IEEE Global Engineering Education Conference (EDUCON)","volume":"318 9","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132419262","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":"Virtual Design Office: Proposition of Problem- and Project-Based Learning Solution in the COVID-19 Era and Beyond","authors":"H. Kooli-Chaabane, N. Peyret, M. Hammadi, Antoine Lanthony","doi":"10.1109/EDUCON46332.2021.9454130","DOIUrl":"https://doi.org/10.1109/EDUCON46332.2021.9454130","url":null,"abstract":"SFPMECA has chosen since decades to engage in Problem- and Project-Based Learning (PBL). In the framework of this orientation and as a part of a reflection on the enhancement of hybridization of teaching methods in the wake of COVID-19 crisis, our paper presents the first results of an ongoing study. This study aims to propose a virtual Design Office called “BE Virtual” as a solution to facilitate implementing PBL approaches in engineer curriculum. To reach our goal, a “Design Thinking” inspired methodology and the modeling language SysML are used.","PeriodicalId":178923,"journal":{"name":"2021 IEEE Global Engineering Education Conference (EDUCON)","volume":"37 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":"132603122","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":"Work in Progress: Augmented Reality as a strategy to improve learning in engineering","authors":"Alejandra Alanís, Santa Tejeda","doi":"10.1109/EDUCON46332.2021.9454007","DOIUrl":"https://doi.org/10.1109/EDUCON46332.2021.9454007","url":null,"abstract":"In recent years, the speed of technological advances has forced us to innovate with greater agility. Augmented Reality (AR) has notched an important place in learning due to its increased accessibility to the public and the actors in the educational process. Innovation in education requires using this technology, so academic institutions have shown interest in developing technological applications that support learning processes. There are disciplines in which content development using AR is still an area of opportunity. This work has two purposes: 1) Present an overview of AR's progress and benefits, understood from the professors' and students' perceptions and needs, and 2) present a research proposal in the Operations Research (OR) area for Industrial Engineering students using an educational application of AR. This proposal's research question was: What is the degree of satisfaction of Industrial Engineering students with the Augmented Reality application used in decision-tree practices? This study's findings present a) the students' perception and feedback on Augmented Reality, and b) the need for an interdisciplinary teaching approach,","PeriodicalId":178923,"journal":{"name":"2021 IEEE Global Engineering Education Conference (EDUCON)","volume":"102 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":"116665371","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":"Cybersecurity Teaching Expert Development Project by KOSEN Security Educational Community","authors":"K. Yonemura, Hideyuki Kobayashi, J. Sato, Hisashi Taketani, Shinya Oyama, Satoru Yamada, Satoru Izumi, Hiroyuki Okamoto, Youichi Fujimoto, Yoshinori Sakamoto, K. Noguchi, Seiichi Kishimoto","doi":"10.1109/EDUCON46332.2021.9453958","DOIUrl":"https://doi.org/10.1109/EDUCON46332.2021.9453958","url":null,"abstract":"Threats of cyber attacks are rampant all over the world. The threats are getting stronger year by year. In 2015, the National Institute of Technology (KOSEN) launched the KOSEN Security Educational Community (K-SEC) and started cyber security training for KOSEN students. This project has two main purposes that one is outstanding cyber security human resource development which objects for improving quality and other one is fostering many KOSEN students who have systematically acquired security knowledge which objects for quantitative expansion. As part of K-SEC, research of cyber security human resource development education has been promoted. A new project ”Highly Advanced Cybersecurity for KOSEN (HACK) ” has been launched within K-SEC to accelerate the achievement of the two main purposes since 2019. HACK is a project based on the simple idea of strengthening KOSEN technical staff in order to foster strong students who have acquired practical cyber security skills. The plan is a three-year plan. HACK has three main objectives which are improving faculties ’ and technical staffs’ skills, the development excellent teaching materials based on the skills and to create both skills and human resources network. The success of HACK is important to contribute not only to security education but also to the examination of KOSEN or engineering education centered on practical education. In this paper, we will evaluate the effectiveness and legal theory of cyber security practice education for faculty and technical staff who participate the IT course in the first year. In addition, we will verify the effect of improving the skills of each faculty member in the off-season until the start of the second year. Furthermore, we will also consider whether the cyber security skills of the entire technical college have improved in the fiscal year. This year, we are proceeding with the project for the second year. In the second year, based on the results of the first year, we will evaluate, consider and examine for the improvement of the educational content toward the third year, which is the completion year. The evaluation includes the validity of the schedule. We also achieved a certain level of success in the development of teaching materials. This project is in good condition for the continuation of the plan and consideration of new items for the next year and after next year. In this paper, we report on the process of building this sustainable and effective cybersecurity education methodology suitable for KOSEN faculty and staff, and thus for students.","PeriodicalId":178923,"journal":{"name":"2021 IEEE Global Engineering Education Conference (EDUCON)","volume":"37 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":"131841515","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":"iLabs as an online laboratory platform: A case study at Stanford University during the COVID-19 Pandemic","authors":"M. Zaman, L. T. Neustock, Lambertus Hesselink","doi":"10.1109/EDUCON46332.2021.9454028","DOIUrl":"https://doi.org/10.1109/EDUCON46332.2021.9454028","url":null,"abstract":"The iLabs platform – a low cost, highly scalable way to provide online learning for remote and virtual laboratory experiments is introduced into a classroom setting for the first time. As the COVID-19 pandemic has disrupted conventional laboratory experiment-based teaching, the iLabs platform can be a potential solution to include remote and virtual experiments in the curricula. As a case study, the process and challenges of integrating an iLabs experiment into a course are discussed. The described process includes converting a physical experiment into an iLabs experiment and using it as a teaching tool in one course at Stanford University during the Autumn 2020-2021 quarter. Feedback collected from the students is discussed. Although performed on a small scale, the case study suggests that the platform has the potential to be a helpful teaching tool for science and technology classes. In addition to being a substitute for a physical laboratory during the pandemic, the platform can be included as a supplementary teaching tool complementing physical laboratory experiments after the pandemic as well and will aid remote education.","PeriodicalId":178923,"journal":{"name":"2021 IEEE Global Engineering Education Conference (EDUCON)","volume":"88 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":"131998477","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":"Gender and STEAM as part of the MOOC STEAM4ALL","authors":"C. González-González, A. Holgado, Pedro Plaza, M. Castro, Aruquia B. M. Peixoto, Julia Merino, E. S. Cristóbal, A. Menacho, Diana Urbano, Manuel Blázquez, Félix García Loro, M. T. Restivo, R. Strachan, Paloma Díaz, I. Plaza, Cristina Fernandez, Susan Lord, D. Rover, Rosanna Yuen-Yan Chan, M. Ciampi, R. Meier, E. Tovar, M. Salazar, S. Zvacek, José A. Ruipérez Valiente, Blanca Quintana, S. Martín, Guillermo Botella Juan, Á. López-Rey, Paulo Abreu","doi":"10.1109/EDUCON46332.2021.9454101","DOIUrl":"https://doi.org/10.1109/EDUCON46332.2021.9454101","url":null,"abstract":"This paper presents findings on participants of a massive open online course named \"Educational Robotics for all\" developed under Open edX platform. The document describes the organization and structure of the MOOC and some of its preliminary results. As an example, Module 2 about Gender and STEAM is presented and discussed.","PeriodicalId":178923,"journal":{"name":"2021 IEEE Global Engineering Education Conference (EDUCON)","volume":"21 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":"122965981","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 Framework for Course-embedded Assessment for Evaluating Learning Outcomes of a Network Programming Course","authors":"Abderrahmane Lakas, Abdelkader Nasreddine Belkacem","doi":"10.1109/EDUCON46332.2021.9454129","DOIUrl":"https://doi.org/10.1109/EDUCON46332.2021.9454129","url":null,"abstract":"The assessment of course learning outcomes is an essential component in the continuous efforts of course improvement. The assessment is a tedious process and often incurs for many educators an overhead to the teaching and learning operation. Thus the need to investigate efficient methods to improve the process of course assessment by minimizing unnecessary efforts for the planning, preparation and execution of the assessment process. Automating the assessment process is instrumental in taking away its tediousness allowing teachers to focus their efforts on the improvement of the teaching and learning quality. For the case of information technology (IT) curriculum, one main concern is the difficulties encountered by students in learning programming skills; thus the need for an assessment-driven course improvement for programming courses. In this paper, we propose an automated proactive assessment method for assessing the learning outcomes of a course by embedding the assessment instruments in the tests and student homeworks. We selected a network programming course for its suitability to embed assessment instruments as part of the programming library used by students during their test and homeworks. The embedded instruments consist of a set of use-case routines to test the validity of each design and implementation component of the developed protocol. This approach streamlines the process of learning outcomes assessment as well as the continuous improvement of the course.","PeriodicalId":178923,"journal":{"name":"2021 IEEE Global Engineering Education Conference (EDUCON)","volume":"20 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":"124057880","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}