2022 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE)最新文献_第3页

Learning Analytics to study the use of virtual tutorials for teaching university general educational subjects 学习分析研究虚拟教程在大学通识教育学科教学中的应用

2022 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE) Pub Date : 2022-12-01 DOI: 10.1109/TALE54877.2022.00126

Kim-hung Lam, Chun Sang Chan, Wai Ki Vicky Chan, Kai-Pan Mark, Dave Gatrell

{"title":"Learning Analytics to study the use of virtual tutorials for teaching university general educational subjects","authors":"Kim-hung Lam, Chun Sang Chan, Wai Ki Vicky Chan, Kai-Pan Mark, Dave Gatrell","doi":"10.1109/TALE54877.2022.00126","DOIUrl":"https://doi.org/10.1109/TALE54877.2022.00126","url":null,"abstract":"The COVID-19 pandemic with social distancing converts most of the face-to-face (F2F) classes to online/hybrid mode of class delivery. To better facilitate online/hybrid teaching and learning, pre-class or after-class learning activities, online videos/pre-class or post-class recordings, self-learning modules in Learning Management System (LMS) as well as interactive technologies, can enhance students’ learning during the time.Our preliminary evaluation about the use of virtual tutorials to assist the teaching and learning for two of our General Educational Subjects (\"ABCT1D09 Greenhouse Gases and Life\" & \"ABCT1D10 Food Color, Taste and Smell\") was reported in this paper. To understand the learning behavior and students’ engagement, we applied learning analytics (LA) and the ICAP (Interactive/Constructive/Active/Passive) model in this study.Voluntary online survey about our students’ learning experience was conducted and system data of our students’ \"click\" number within the platform Blackboard Collaborate Ultra (BB) with uRewind (empowered by Panopto) was collected. In this study, we discovered that our students welcome the use of virtual tutorials with rating average >3.5 for the voluntary online survey. The number of \"click\" for recorded videos and online teaching materials within LMS reached highest values near the assessment due date. In general, students performed better with more frequent usage of LMS teaching materials and videos. This observation revealed by a better performance of ABCT1D10 students with respect to ABCT1D09 students. The online materials may help students’ learning and maintain their performance although they encountered a sudden change of study mode.","PeriodicalId":369501,"journal":{"name":"2022 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE)","volume":"89 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123607724","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

Learning Experiences and Analysis in Professional Software Development Subject 专业软件开发学科的学习经验与分析

2022 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE) Pub Date : 2022-12-01 DOI: 10.1109/TALE54877.2022.00123

Madeline Jia Qi Thong, Arico Qi Xian Yau, Sida Andy Goh, Jinming Gu, Qi Cao, S. Keoh

{"title":"Learning Experiences and Analysis in Professional Software Development Subject","authors":"Madeline Jia Qi Thong, Arico Qi Xian Yau, Sida Andy Goh, Jinming Gu, Qi Cao, S. Keoh","doi":"10.1109/TALE54877.2022.00123","DOIUrl":"https://doi.org/10.1109/TALE54877.2022.00123","url":null,"abstract":"Software Engineering or professional software development (PSD) course is an important subject in Computing Science of higher education. It teaches the theory knowledge on software development life cycle (SDLC). The students will also be taught to use appropriate quality assurance techniques, continuous integration, continuous development, software version control, and appropriate configuration management techniques, etc. In the curriculum of the joint degree programme of University of Glasgow and Singapore Institute of Technology, the PSD course which teaches theory of SDLC is offered concurrently with another course named Team Projects that students work in groups for software companies on real software development projects. During the learning journey in the courses of PSD and Team Projects, students have undergone different thoughts and experiences. In this paper, analyses are conducted to provide views and opinions regarding the learning journey for both courses. Limitations of the current learning methods are discussed in this paper, together with the proposed ideas to boost the learning effectiveness of PSD and Team Projects to benefit the next student cohorts.","PeriodicalId":369501,"journal":{"name":"2022 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE)","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117127351","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

Learning Security Awareness in Email Communication Using a Platform for Digital Skill Teaching 利用数字技能教学平台学习电子邮件通信中的安全意识

2022 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE) Pub Date : 2022-12-01 DOI: 10.1109/TALE54877.2022.00015

Alexander Steinmaurer, Azra Bajramovic, Daniel Pollhammer, C. Gütl

{"title":"Learning Security Awareness in Email Communication Using a Platform for Digital Skill Teaching","authors":"Alexander Steinmaurer, Azra Bajramovic, Daniel Pollhammer, C. Gütl","doi":"10.1109/TALE54877.2022.00015","DOIUrl":"https://doi.org/10.1109/TALE54877.2022.00015","url":null,"abstract":"Despite emails having been a standard technology since the 1970s, they are still indispensable in daily communication and the number of sent emails continues to rise year by year. This technology is not limited to business, it is also used in education, entertainment, or personal correspondence. Emails are also present in the everyday life of children: they are required to join websites, social networks or to participate in school -especially in homeschooling. However, emails are also associated with disadvantages such as spam, phishing, or malware. To engage children in security awareness we developed the DigiSkill platform, which provides interactive educational experiences. It consists of modules such as email or browser simulations, to increase the student’s digital skills. In this research, we evaluated the tool with 52 secondary school students to observe their knowledge on security awareness in the context of email usage and to help gain a better understanding. Therefore, we conducted an in-class evaluation with a tool intervention and related pre- and post-activities. We observed different characteristics in emails that students use for classification and identified common misconceptions. We found that students follow an intensely visual approach, which means the visual representation of an email has a strong impact on the level of suspicion students have. We aim to provide educators with a tool to improve the security awareness skills of their students and to discuss educational possibilities in this field with our research findings.","PeriodicalId":369501,"journal":{"name":"2022 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE)","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124049234","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

Productive Learning for Students in Assessed Coursework of Circuit Construction and Demonstration Video Production 电路构造与示范影片制作评估课程中学生的生产性学习

2022 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE) Pub Date : 2022-12-01 DOI: 10.1109/TALE54877.2022.00056

S. Lam

{"title":"Productive Learning for Students in Assessed Coursework of Circuit Construction and Demonstration Video Production","authors":"S. Lam","doi":"10.1109/TALE54877.2022.00056","DOIUrl":"https://doi.org/10.1109/TALE54877.2022.00056","url":null,"abstract":"Assessed coursework of electronic circuit construction and demonstration video production is used in a senior undergraduate course on communication electronics. While the assessment carries only 20% towards the total marks, students are motivated for learning their chosen interested circuit in a deeper and productive way - they are required to exercise their technical knowledge and understanding to produce intellectual materials to communicate their work to peers in the same technical areas. The materials they produce are a 2-page concise circuit design report, a few self-explanatory slides, and most importantly a 3-minute video to explain and demonstrate their constructed circuits as well as the testing and measurement results. By working in pairs, they need to discuss and agree on the circuit design, implementation, and the arrangements of video production. The group work not only consolidate their technical knowledge but also help develop other professional skills required in the engineering fields: negotiation, decision making, task management etc. Assessment statistics are presented to show the successes of this teaching and learning practice. The approach has been practiced in a 2-hour/week course over the past four years with class sizes from 23 to 84 students.","PeriodicalId":369501,"journal":{"name":"2022 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE)","volume":"95 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124809322","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 Engineering Students Equity, Diversity and Inclusion (EDI) 向工科学生教授公平、多元和包容(EDI)

2022 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE) Pub Date : 2022-12-01 DOI: 10.1109/TALE54877.2022.00038

E. Ambikairajah, S. Atakaramians, Aruna Seneviratne

引用次数: 0

Impact of Online Journal Club On Educational Research Literacy: Introducing An Ongoing Project 网络期刊俱乐部对教育科研素养的影响:一个正在进行的项目介绍

2022 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE) Pub Date : 2022-12-01 DOI: 10.1109/TALE54877.2022.00120

Jingjing Lin

引用次数: 0

Exploring the Possibility of Working in Japan for IT Engineers Who Do Not Speak Japanese 探索不会说日语的IT工程师在日本工作的可能性

2022 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE) Pub Date : 2022-12-01 DOI: 10.1109/TALE54877.2022.00094

Kenji Fukuoka, Yi Sun, K. Ohtsuki

引用次数: 0

Curriculum Design and Development for a New Digital Supply Chain Degree Programme in Singapore 新加坡新数字供应链学位课程的课程设计与开发

2022 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE) Pub Date : 2022-12-01 DOI: 10.1109/TALE54877.2022.00155

Weidong Lin, M. Low

引用次数: 0

Estimating Engagement in Gamified Activities 评估游戏化活动的参与度

2022 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE) Pub Date : 2022-12-01 DOI: 10.1109/TALE54877.2022.00079

Rita Ismailova, Christo Dichev, D. Dicheva

{"title":"Estimating Engagement in Gamified Activities","authors":"Rita Ismailova, Christo Dichev, D. Dicheva","doi":"10.1109/TALE54877.2022.00079","DOIUrl":"https://doi.org/10.1109/TALE54877.2022.00079","url":null,"abstract":"The premise behind gamified learning systems is that they improve students’ motivation. However, there is still a scarcity of studies on examining motivational sources that may drive targeted motivation and engagement in gamified learning activities. Improving our understanding of this aspect requires a multi-faceted approach that allows both identifying relevant motivators and assessing their significance. We address this gap by employing three well-recognized theoretical frameworks: Self-determination theory, Expectancy Value theory and Big 5 Personality theory in experimental research aimed to shed new light on the driving forces behind students’ engagement in gamified activities. Accordingly, in this paper we present the results of an empirical study aimed at obtaining evidence on the potential of utilizing these frameworks for predicting learners’ engagement in certain categories of gamified learning activities. A specific objective is to determine which of the three scales yields the highest predictive outcomes with regard to students’ engagement in gamified practicing. The initial results of the study demonstrate empirically that the EVC scale yields the best predictive ability compared to other scales. It also shows the value of using multiple scales for identifying significant sources influencing the engagement in gamified activities.","PeriodicalId":369501,"journal":{"name":"2022 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126745237","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

MAKT: Multichannel Attention Networks based Knowledge Tracing with Representation Learning 基于多通道注意网络的知识追踪与表征学习

2022 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE) Pub Date : 2022-12-01 DOI: 10.1109/TALE54877.2022.00055

Xuyang Jiang, Y. Ouyang, Zhuang Liu, Wenge Rong, Zhang Xiong

{"title":"MAKT: Multichannel Attention Networks based Knowledge Tracing with Representation Learning","authors":"Xuyang Jiang, Y. Ouyang, Zhuang Liu, Wenge Rong, Zhang Xiong","doi":"10.1109/TALE54877.2022.00055","DOIUrl":"https://doi.org/10.1109/TALE54877.2022.00055","url":null,"abstract":"As an effective and emerging component of intelligent education, Knowledge Tracing(KT) achieves the combination of artificial intelligence and individualized learning, whose aim is to assess students’ mastery of knowledge concepts and assist in developing learning plans. Several existing KT models either use concepts sequence as input and evaluate students’ knowledge state or treat exercise as input to predict students’ future performance. In this paper, we introduce a constraint factor to extract concepts’ and exercises’ relation matrix, design three methods in representation learning, and propose a Multichannel Attention Networks based KT model(MAKT). Specifically, we restrict the co-occurrence relationship within a time window to extract the relation matrix and then train their representations via graph generative learning, graph contrastive learning, and matrix decomposition, respectively. In MAKT, a sliding window is implemented by multichannel where input sequence is sequentially lagged in turn by one position and attention mechanism is applied. We conduct experiments on several benchmark datasets and demonstrate that MAKT with concepts’ and exercises’ representation trained by matrix decomposition outperforms state-of-the-art models.","PeriodicalId":369501,"journal":{"name":"2022 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE)","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115956055","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