2018 IEEE Frontiers in Education Conference (FIE)最新文献_第7页

A Framework for Abductive Computational Modeling 溯因计算建模框架

2018 IEEE Frontiers in Education Conference (FIE) Pub Date : 2018-10-01 DOI: 10.1109/FIE.2018.8658465

Osvaldo Luiz De Oliveira, R. Martins, M. Matsumoto

{"title":"A Framework for Abductive Computational Modeling","authors":"Osvaldo Luiz De Oliveira, R. Martins, M. Matsumoto","doi":"10.1109/FIE.2018.8658465","DOIUrl":"https://doi.org/10.1109/FIE.2018.8658465","url":null,"abstract":"This Research to Practice full paper presents a framework for abductive computational modeling. Abduction is a type of reasoning which starts with observed facts then seeks to find hypotheses to explain the facts. This type of reasoning is fundamental for engineers to solve many problems, including design, planning, and fault diagnosis. Computational modeling is the process of programming models of machines, circuits, buildings, and phenomena in general. Abductive Computational Modeling refers to development of programs to make abductive reasoning about devices, techniques, and phenomena that are commonly studied, for example, in the curricula of engineering courses. As an educational activity, modeling belongs to the class known as constructivism, which students learn through activities of developing models and critically analyzing the developed model. Although computational modeling has been extensively investigated–-since Papert’s seminal studies in the 1960s about the use of the LOGO language, until the present day, demarcated by modeling with Arduino, Raspberry Pi, and languages like C, Scratch, and Python–-there is little study on abductive computational modeling. This work proposes and experimentally investigates the use of a framework for abductive computational modeling named AbCM. The results suggest the feasibility of the framework and indicate important challenges to be overcome.","PeriodicalId":354904,"journal":{"name":"2018 IEEE Frontiers in Education Conference (FIE)","volume":"148 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132186642","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

Assessing Team Development in an Engineering Project-Based Course 评估工程项目课程中的团队发展

2018 IEEE Frontiers in Education Conference (FIE) Pub Date : 2018-10-01 DOI: 10.1109/FIE.2018.8658694

C. Davis, K. Wolfinbarger

引用次数: 0

WIP: Influence of Laboratory Group Makeup on Recognition and Identity Development in the Engineering Graduate Student Population WIP:实验室群体构成对工程研究生群体认知和认同发展的影响

2018 IEEE Frontiers in Education Conference (FIE) Pub Date : 2018-10-01 DOI: 10.1109/FIE.2018.8658669

H. Perkins, M. Bahnson, Marissa A. Tsugawa-Nieves, Adam Kirn, C. Cass

{"title":"WIP: Influence of Laboratory Group Makeup on Recognition and Identity Development in the Engineering Graduate Student Population","authors":"H. Perkins, M. Bahnson, Marissa A. Tsugawa-Nieves, Adam Kirn, C. Cass","doi":"10.1109/FIE.2018.8658669","DOIUrl":"https://doi.org/10.1109/FIE.2018.8658669","url":null,"abstract":"The purpose of this research category work-in-progress paper is to explore the relationships between laboratory groups (specifically, the number and types of students) and the development of engineering, science, and researcher identity among engineering graduate students (EGS). We analyzed preliminary data collected as part of a national survey (current n = 826, 38% of sample target). Our sample aligns with student demographics nationally, with the majority of participants identifying as White (50%) or Asian (32%), male (63%), domestic (62%), and heterosexual (89%). A 3x3 MANOVA found a significant interaction between the type of recognition and the number of students in the lab, F(6,1166) = 2.29, p =.034, $eta_{p}^{2}$ =.012. Univariate analyses indicated that it was scientist recognition, F(2,584) = 3.52, p =.005, $eta_{p}^{2}$ =.018, that was significantly affected by the presence of undergraduate researchers. Specifically, participants with 2-3 and 4+ undergraduate lab mates had significantly higher scientist recognition ratings than participants with 0 or 1 undergraduate lab mates. There were no effects on engineer or researcher recognition, and no effects on scientist recognition related to graduate or postdoctoral students. These results suggest that EGS benefit from working with undergraduate students, but the relationship is complex and not always linear. Additionally, the lack of effect on engineer recognition has implications for how EGS identify and relate to fellow engineers in graduate school. Future analyses will identify trends in the overall lab composition and explore their impacts on recognition and engineering identity in more depth.","PeriodicalId":354904,"journal":{"name":"2018 IEEE Frontiers in Education Conference (FIE)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124393078","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: 6

Integrating Electrical Machines and Antennas via Scalar and Vector Magnetic Potentials; an Approach for Enhancing Undergraduate EM Education 通过标量和矢量磁势集成电机和天线加强大学生电子商务教育的途径

2018 IEEE Frontiers in Education Conference (FIE) Pub Date : 2018-10-01 DOI: 10.1109/FIE.2018.8658826

Seemein Shayesteh, Maryam Rahmani, Lauren Christopher, M. Rizkalla

引用次数: 0

Engineering teachers’ approaches to design and deliver inclusive teaching in flexible learning spaces 工程教师在灵活的学习空间中设计和提供包容性教学的方法

2018 IEEE Frontiers in Education Conference (FIE) Pub Date : 2018-10-01 DOI: 10.1109/FIE.2018.8658810

Linda Barman, Ida Naimi-Akbar, C. McGrath, Maria Weurlander

引用次数: 3

Increasing Motivation of CS1 Non-Majors through an Approach Contextualized by Games and Media 通过游戏和媒体情境化的方法提高CS1非专业学生的学习动机

2018 IEEE Frontiers in Education Conference (FIE) Pub Date : 2018-10-01 DOI: 10.1109/FIE.2018.8659011

Bianca L. Santana, Roberto A. Bittencourt

引用次数: 12

Games and Gamification in Software Engineering Education: A Survey with Educators 软件工程教育中的游戏与游戏化:对教育者的调查

2018 IEEE Frontiers in Education Conference (FIE) Pub Date : 2018-10-01 DOI: 10.1109/FIE.2018.8658524

Pedro Rodrigues, M. Souza, Eduardo Figueiredo

{"title":"Games and Gamification in Software Engineering Education: A Survey with Educators","authors":"Pedro Rodrigues, M. Souza, Eduardo Figueiredo","doi":"10.1109/FIE.2018.8658524","DOIUrl":"https://doi.org/10.1109/FIE.2018.8658524","url":null,"abstract":"The use of games and game elements in software engineering education is not new. In fact, their use in Software Engineering education is found in research papers since 1974, with a notorious increase after 2000. However, there is little information about the actual adoption of these approaches in software engineering education. Therefore, the goal of this paper is to investigate the use of games and game elements in software engineering education, in the perspective of educators. To achieve this goal, this study proposes and analyzes the results of a survey answered by 88 software engineering professors. We sample the participants by inviting 285 educators mined from one hundred well-stablished universities and educational institutions of different regions of Brazil. The goal of the survey is (i) to collect information about the use of games and gamification in classrooms and (ii) to understand the relation of ACM/IEEE knowledge areas and the used game-related methods. The results show that most of the professors are aware of these educational approaches, the games were adopted by only 21 participants and game elements were only adopted by 19 participants. Games are most used to cover “Software Process” and “Project Management”. The most used game elements are Points, Quizzes, and Challenges. The results also show that the main reasons for not adopting the resources are the lack of knowledge, lack of information about relevant games for teaching software engineering, and the lack of time to plan and include these approaches in the classroom. Finally, results show a positive tendency towards the future adoption of these game-related approaches by the software engineering professors.","PeriodicalId":354904,"journal":{"name":"2018 IEEE Frontiers in Education Conference (FIE)","volume":"100 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123538455","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: 16

Investigating the Benefits of Introducing Process-Oriented Life Cycle Development Models to Improve Students Appreciation for Agile Methods 研究引入面向过程的生命周期开发模型的好处，以提高学生对敏捷方法的欣赏

2018 IEEE Frontiers in Education Conference (FIE) Pub Date : 2018-10-01 DOI: 10.1109/FIE.2018.8658426

Omar Ochoa, M. Rodney, Massood Towhidnejad, S. Salamah

{"title":"Investigating the Benefits of Introducing Process-Oriented Life Cycle Development Models to Improve Students Appreciation for Agile Methods","authors":"Omar Ochoa, M. Rodney, Massood Towhidnejad, S. Salamah","doi":"10.1109/FIE.2018.8658426","DOIUrl":"https://doi.org/10.1109/FIE.2018.8658426","url":null,"abstract":"In this paper, we explore the benefits of teaching heavyweight process life cycle models to young software engineering students to better prepare them in the use of agile methods. The benefits of agile methods compared to process-heavy models include the ability to respond faster to the changing needs of customers and the short feedback loop between customers and developers. Since agile methods depend significantly on the competence of the individual, teaching traditional approaches (e.g. waterfall) can be advantageous to the understanding of students about what the major activities associated with software development are, by providing a well-defined structure that naturally aligns with the novice student. Towards this goal, we conducted a survey with different types of software engineers, ranging from novice undergraduates to software engineering professionals. The survey provides data on the exposure of traditional and agile process, the level of experience in using traditional and agile process models, and the perceived most optimal learning sequence. Based on the analysis of the collected data, we argue that teaching traditional software engineering process-oriented approaches prior to introducing agile methods, is highly beneficial to students’ understanding and optimal use of agile techniques.","PeriodicalId":354904,"journal":{"name":"2018 IEEE Frontiers in Education Conference (FIE)","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116806605","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

Examining Software Design Projects in a First-Year Engineering Course: : The Impact of the Project Type on Programming Complexity and Programming 在一年级工程课程中检查软件设计项目:项目类型对编程复杂性和编程的影响

2018 IEEE Frontiers in Education Conference (FIE) Pub Date : 2018-10-01 DOI: 10.1109/FIE.2018.8659033

Krista M. Kcskemety, Zachary Dix, Benjamin Kott

引用次数: 2

Can Virtual Reality Enhance Learning: A Case Study in Materials Science 虚拟现实能促进学习吗:以材料科学为例

2018 IEEE Frontiers in Education Conference (FIE) Pub Date : 2018-10-01 DOI: 10.1109/FIE.2018.8659267

V. Caro, Brandon Carter, S. Dagli, M. Schissler, J. Millunchick

{"title":"Can Virtual Reality Enhance Learning: A Case Study in Materials Science","authors":"V. Caro, Brandon Carter, S. Dagli, M. Schissler, J. Millunchick","doi":"10.1109/FIE.2018.8659267","DOIUrl":"https://doi.org/10.1109/FIE.2018.8659267","url":null,"abstract":"This Innovative Practice Work in Progress tests whether virtual reality (VR) can enhance students’ understanding in scientific fields, specifically Materials Science and Engineering (MSE), when compared to more traditional approaches. Of interest is how VR-based learning activities impact the performance of individuals with experience ranging from none to expert level in MSE compared to paper-based learning activities. To test this, an activity related to crystal structures, similar to what students would see in an introductory level MSE course, was administered to a group of students with varying knowledge levels in MSE. Each participant completed the same worksheet in either VR or on paper. The testing group was composed of seven students, which was too small of a sample size to draw definitive conclusions, yet significant observations could be made. On questions that required recall of prior knowledge, participants using paper-based activities generally performed better, whereas on questions requiring more spatial reasoning and critical thinking, VR participants generally performed better. Most of the participants reported enjoying the VR activities and platform, indicating high usability. These results suggest that VR may be beneficial in teaching complex spatial concepts.","PeriodicalId":354904,"journal":{"name":"2018 IEEE Frontiers in Education Conference (FIE)","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124036234","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: 9