2021 IEEE Frontiers in Education Conference (FIE)最新文献

{"title":"Towards the Fourth Industrial Revolution in Namibia: An Undergraduate AI Course Africanized","authors":"Annastasia Shipepe, Lannie Uwu-Khaeb, E. A. Kolog, Mikko Apiola, K. Mufeti, E. Sutinen","doi":"10.1109/FIE49875.2021.9637356","DOIUrl":"https://doi.org/10.1109/FIE49875.2021.9637356","url":null,"abstract":"In this Full Paper, we report our experiences of teaching AI in a Namibian university in collaboration with a Finnish university and a few companies. Within the Computing Education Community, only a minority of research reports have experience teaching Artificial Intelligence (AI), and very little research has been conducted on teaching and learning AI in Africa. Given the high importance and impact of AI, this is alarming. Learning and teaching AI in an African higher education setting provides unique challenges compared to the standardized approach in the Global North. Our undergraduate course in AI was carried out in a novel way that emphasized the creative application of AI to meet the requirements of the Fourth Industrial Revolution (4IR). We chose an approach that helps Computer science graduates to explore and get inspired by the opportunities of AI at the ground.","PeriodicalId":408497,"journal":{"name":"2021 IEEE Frontiers in Education Conference (FIE)","volume":"97 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131807086","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":"Student Engagement in an Online Software Engineering Course","authors":"Bruce Maxim, Thomas Limbaugh, Jeffrey J. Yackley","doi":"10.1109/FIE49875.2021.9637188","DOIUrl":"https://doi.org/10.1109/FIE49875.2021.9637188","url":null,"abstract":"Engineering instructors often rely on lectures as their primary mode of instruction even in project courses. In the lecture mode of instruction student engagement with the course material is often low or non-existent. Many engineering educators regard experiential learning as the best way to train the next generation of software engineers. For the past five years, one of the authors has taught a junior level software engineering course using active learning methods in a flipped classroom setting. During this past year, the COVID-19 lockdown prevented in-person delivery of this course. The challenge facing engineering faculty everywhere is figuring out how to include active learning experiences in online course delivery. This paper describes the authors' experiences introducing active learning methodologies into a junior level online software engineering course. The project team carefully considered the active learning course materials used in the in-person delivery of this course and adapted them to accommodate the idiosyncrasies of an online course delivery environment. Most importantly, a comparable online course delivery alternative needed to include zoom video class sessions containing live active learning exercises. The investigators compared the levels of student engagement between previous in-person offerings of the course with the online adaptation of the same course. Student engagement data was collected from each style of course delivery. In some cases, this data was supplemented by observational data and with Canvas course analytics. We found that students in both course settings were least engaged when listening to short lectures (either live or video recordings) and felt most engaged when involved in small group activities (either in person or in Zoom sessions with breakout rooms).","PeriodicalId":408497,"journal":{"name":"2021 IEEE Frontiers in Education Conference (FIE)","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134116141","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":"Shifting Goals in Introductory and Advanced Computer Science Courses: The Effects of Gender and Major","authors":"Markeya S. Peteranetz","doi":"10.1109/FIE49875.2021.9637156","DOIUrl":"https://doi.org/10.1109/FIE49875.2021.9637156","url":null,"abstract":"This Research Full Paper examines changes in computer science (CS) students' achievement goals. The types of goals students set impact other things such as self-regulation strategies and learning, and evidence indicates that the kinds of goals students set and pursue within a class shift during the course of that class. A $3 times 2$ goal orientation framework was used to explore shifts in undergraduate CS students' goals. This study contributes to the research literature on changes in CS students' goals and extends previous work by using multiple analytic techniques to examine students in upper-level courses as well as factors that might be associated with changes in goals. Study 1 examined students in 100-level courses and Study 2 examined students in more advanced courses. The primary research questions addressed in both studies were (1) how do the goals of undergraduate CS students change during the semester? and (2) are changes in goals different for men and women or for CS majors and non-majors? Students self-reported the perceived importance of the various types of achievement goals at the beginning, middle, and end of the semester. Study 1 results indicated that on average, 100-level students' ratings of the importance of all types of goals except task/work avoidance goals changed across the semester. Individual-level analyses revealed that comparable proportions of students demonstrated increases and decreases in this type of goal, resulting in the lack of change at the group level. Some of the goal types differed according to major status, and only task approach goals showed any gender effects. Study 2 found that on average students in upper-level courses similarly demonstrated significant decreases in all approach goals and performance avoidance goals during the semester. Task/work avoidance goals again did not change significantly overall, but again comparable proportions of students demonstrated increases and decreases. Task/work avoidance goals also differed according to major status. For task approach goals, all interactions and main effects except the main effect of gender were significant. Non-major women had the lowest task approach goals and the most change, but CS-major women had the highest task approach goals and the least change. In both studies, performance avoidance goals had the greatest proportion of students demonstrating reliable change. The findings of these studies indicate that students' goals tend to become more maladaptive over time, might differ for majors and non-majors in lower-level courses, and the factors related to shifts in goals might be more complex in more advanced courses.","PeriodicalId":408497,"journal":{"name":"2021 IEEE Frontiers in Education Conference (FIE)","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133820687","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":"What you see is what you get? – Relating eye-tracking metrics to students' attention to game elements","authors":"Amirbahador Shojaee, Hyeonsu Kim, K. Cook-Chennault, Idalis Villanueva Alarcón","doi":"10.1109/FIE49875.2021.9637372","DOIUrl":"https://doi.org/10.1109/FIE49875.2021.9637372","url":null,"abstract":"Though engineering digital game inclusion in undergraduate classrooms has steadily increased over the last two decades for in-person courses, their use has exponentially increased in remote and contactless higher education learning environments. Studies exploring student technological acceptance of and content mastery from the use of engineering digital games have provided mixed results in terms of student enjoyment, engagement, and game effectiveness. The majority of these studies have relied on pre- and post-questionnaires to assess differences in students' gaming experiences and performance in the game and learning environment. However, quantitative methods such as the measurement of physiological responses during gameplay have been less explored for the exploration of student engagement and education. The goal of this work is to explore how a set of eye - tracking metrics can be related to gamer attention to in-game stimuli and game interface areas of interest.","PeriodicalId":408497,"journal":{"name":"2021 IEEE Frontiers in Education Conference (FIE)","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114291030","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":"Peer-Mentoring in Design Projects in Project-Based Learning (PBL) at First-Year Engineering Course","authors":"Jyoti Gadad, Vinay Talageri, Preethi Baligar, Gopalkrishna Joshi","doi":"10.1109/FIE49875.2021.9637253","DOIUrl":"https://doi.org/10.1109/FIE49875.2021.9637253","url":null,"abstract":"The current wprk in progress paper discusses the peer mentoring program. This program provides dedicated mentoring support for first-year engineering students in Project-Based Learning (PBL) course titled “Engineering Exploration” at KLE Technological University, India. The course focuses both on the process and the output. In this course, students solve interdisciplinary design problems by following an engineering design process. They develop a mechatronic prototype as a solution to the given design problem. During the problem-solving process, the students face several challenges which generally begin during the concept design phase and increase exponentially during the physical implementation phase or prototype building phase. Students generally work on their team-based projects after college hours in a dedicated prototyping area called the Thinkering lab. More than 275 interdisciplinary projects are done by over 1100 students every year. Fifteen faculty members and three instructors find it extremely challenging to cater to this huge demand, especially during the prototype building phase. Hence, students need a support system in tools and equipment, services, and mentoring to complete their design projects on time while attaining the intended learning outcomes. The peer mentoring program called Mentors In ThinkeRing lAb (MITRA), after conducting a pilot run in a semester, was introduced formally in 2017. In this paper, we present a well-developed, sophisticated, and methodical version of the program, its challenges, evaluation, and results. Here, we describe the peer mentoring program's process: call-for the program, induction, screening, immersive training and deployment of the mentors, program monitoring, and celebration of their success. The program was evaluated by analyzing its impact on stakeholders: mentors, mentees, and faculty members. Five faculty members each with experience of more than three years in teaching engineering exploration course and seventeen mentors (sophomores, juniors, and seniors) were involved in the study. The data were analyzed using descriptive statistics and thematic analysis.","PeriodicalId":408497,"journal":{"name":"2021 IEEE Frontiers in Education Conference (FIE)","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116229780","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":"Motivational Factors Influencing Engineering Faculty's Pursuit of Instructional Faculty Positions at Hispanic-Serving Institutions","authors":"Yamile A. Urquidi Cerros, Mais Kayyali, Meagan R. Kendall, A. Strong","doi":"10.1109/FIE49875.2021.9637320","DOIUrl":"https://doi.org/10.1109/FIE49875.2021.9637320","url":null,"abstract":"This work-in-progress (WIP) research paper seeks to explore the diverse backgrounds and experiences of engineering instructional faculty (EIF) and what motivates them to pursue their current positions at Hispanic-Serving Institutions (HSIs). Full-time, professional-track faculty focusing on either teaching or research, who are often not eligible for tenure, are a growing population in higher education and remain an under-explored and under-supported group in engineering. Of those in teaching-focused positions, these professional-track faculty typically teach critical courses within a student's curriculum, such as first-year, introduction to engineering, design, or other foundational courses. Therefore, to understand the impact their various backgrounds, and personal and professional experiences have on their current positions, this WIP describes an exploratory study aimed at communicating the motivations of these EIFs for transitioning into professional-track faculty positions at HSIs. Preliminary data analysis suggests that even with a diverse educational and work background, EIFs share motivational factors, such as a desire for work-life balance, enthusiasm for teaching, enthusiasm for learning, and enthusiasm for their engineering discipline that played an important role in their decision to pursue an EIF position at an HSIs.","PeriodicalId":408497,"journal":{"name":"2021 IEEE Frontiers in Education Conference (FIE)","volume":"506 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123064238","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":"Fully Remote Project-Based Learning of Hardware/Software Codesign","authors":"R. Panicker, Deepu John","doi":"10.1109/FIE49875.2021.9637053","DOIUrl":"https://doi.org/10.1109/FIE49875.2021.9637053","url":null,"abstract":"This Innovative Practice Category Work-In-Progress paper describes the innovative way in which a course on hardware/software codesign was conducted fully online during a near-lockdown necessitated by the COVID-19 pandemic. A novel remote lab setup was established in a very limited time, which was used to ensure that students were able to achieve hands-on experience through a project in spite of the course being taught fully online. Students could run the development environment on their own computers and needed to access the online lab setup only for running their program on the actual hardware, which was connected to a light server with the serial and programming ports forwarded over the internet. Lab exercises were modified appropriately to fit the constraints imposed by the remote setup while not compromising on the rigor and desirable course learning outcomes. A wiki-based platform was used for the dissemination of information, scaffolding, collaboration, as well as booking of slots to access the remote lab setup. Zoom video conferencing tool was used for consultations as well as evaluations. The results are encouraging, with students satisfied with the experience gained, without having to compromise on practical knowledge. This opens up the potential to implement such remote lab-based hands-on projects in MOOCs and continuing education scenarios to enhance student learning.","PeriodicalId":408497,"journal":{"name":"2021 IEEE Frontiers in Education Conference (FIE)","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125024106","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":"Scoping Design Parameters for Educational software Development with the Entrepreneurial Mindset","authors":"J. Estell, Stephany Coffman-Wolph","doi":"10.1109/FIE49875.2021.9637370","DOIUrl":"https://doi.org/10.1109/FIE49875.2021.9637370","url":null,"abstract":"This Innovative Practice Full Paper presents a successful approach for scoping term project design parameters. Making connections between classroom material and real-world design has always been challenging for educators; while the technical bells and whistles tend to captivate students, there's a lessened interest in the business, customer, and societal aspects of design. However, one must remember that design is made for people. Accordingly, some programs incorporate service-learning into their curricula, usually in the junior or senior year. This paper presents two innovations: (1) using a first-year programming course as the service-learning venue where (2) elements of the entrepreneurial mindset are employed to scope the design of a software application project augmenting a client-specified theme. The entrepreneurial mindset models employed are the NABC, which helps designers develop a proposed solution, and the MVP, where an early prototype is created to avoid the risk of building something no one wants. Using these models helps teams to communicate their ideas with both clients and team members, and determine whether they are converging toward an acceptable and timely solution, creating value for others by designing software meeting identified needs. Multiple assessments have shown the effectiveness of this approach, with students appreciating having open-ended client-based problems. To facilitate adoption, a repository containing all instructional materials associated with this paper is available at the Engineering Unleashed website.","PeriodicalId":408497,"journal":{"name":"2021 IEEE Frontiers in Education Conference (FIE)","volume":"130 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122940909","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":"Facilitating the Generation of Parametric Questions and their export to Moodle","authors":"F. Zampirolli, V. Batista, E. Pimentel, J. Braga","doi":"10.1109/FIE49875.2021.9637055","DOIUrl":"https://doi.org/10.1109/FIE49875.2021.9637055","url":null,"abstract":"11The first author grants #2018/23561-1, São Paulo Research Foundation (FAPESP). Online Education is becoming more and more disseminated in the present day, though it still has a hindrance concerning student assessment. This work presents a solution to create large Question Banks (QB) with parametric questions. This parametric question feature allows you to create more elaborate QB, where there are no duplicates of similar questions; Besides, it allows you to easily generate many variations when rendering an exam for a student. These QB are generated through an innovative solution adapted to the open-source web system MCTest. There one can settle the automatic production of numerous test variations that may even come in thousands. Then MCTest emails the QB to the user in two formats, Aiken and XML, which can be imported by another system, e.g. by Moodle for a quiz. For the second academic term of 2020 a Brazilian federal university decided to offer all of its courses in the distance learning format. One of them is called Networks and Communication (NC), which takes twelve weeks in total, and a professor is applying weekly quizzes on Moodle in order to prepare the students for the main exams. A total of 91 students of NC were assigned to this professor, 45 of them in the morning and 46 in the evening. He reported that the method presented in this article was very satisfactory to mitigate plagiarism, especially in online assessments.","PeriodicalId":408497,"journal":{"name":"2021 IEEE Frontiers in Education Conference (FIE)","volume":"283 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122956982","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":"Kitsune: Structurally Aware and Adaptable Plagiarism Detection","authors":"Zachary Monroe, A. Bansal","doi":"10.1109/FIE49875.2021.9637364","DOIUrl":"https://doi.org/10.1109/FIE49875.2021.9637364","url":null,"abstract":"Plagiarism is a huge problem in a learning environment. In programming classes especially, plagiarism can be hard to detect as source codes' appearance can be easily modified without changing the intent through simple formatting changes or refactoring. Many source code plagiarism tools do not support a high number of languages because doing so requires maintaining too large of a codebase. It is also difficult to add support for new languages because each language can be vastly different syntactically. Tools that are more extensible often do so by reducing the features of a language that are encoded and end up closer to text comparison tools than structurally aware program analysis tools [27]. This paper introduces a new tool called Kitsune, a plagiarism detection tool, focused on syntactically and structurally aware yet adaptable plagiarism detection. Kitsune has been evaluated for 10 of the languages in the Antlr4 grammar repository with success and could easily be extended to support all the grammars currently developed by Antlr4 or future grammars which are developed as new languages are written.","PeriodicalId":408497,"journal":{"name":"2021 IEEE Frontiers in Education Conference (FIE)","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122800408","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}