Computer Applications in Engineering Education最新文献

{"title":"Advancing Civil Engineering Education: Implications of Using Augmented Reality in Teaching Structural Analysis","authors":"Nathan Miner,&nbsp;Aliye Karabulut-Ilgu,&nbsp;Charles Jahren,&nbsp;Alice Alipour","doi":"10.1002/cae.70059","DOIUrl":"https://doi.org/10.1002/cae.70059","url":null,"abstract":"<p>As technological advances appear, it is desirable to integrate them into new engineering education teaching methods, aiming to enhance students' comprehension and engagement with complex subjects. Augmented reality (AR) emerges as a promising tool in this effort, offering students opportunities to visualize and conceptualize challenging topics that are otherwise too abstract or difficult to grasp. Within civil engineering curriculums, structural analysis, a junior-level course forming the foundation of many other courses, poses challenges in visualization and understanding. This paper investigates the development of a mobile AR application intended to improve the conceptual understanding of structural analysis material. This application is designed to overlay schematic representations of structural components (i.e., beams, columns, frames, and trusses) onto images of iconic local campus buildings, allowing students to interactively explore exaggerated deflections and internal and external forces under various loading conditions. By contextualizing structural analysis calculations within familiar settings, the goal is to leverage a sense of relevance and place-based attachments in students' learning. Furthermore, the paper examines the development process and usability of the AR application, providing insights into its implementation in educational settings. Experimental results, including comparisons with a control group, are analyzed to assess the efficacy of the AR application in improving students' understanding of structural analysis concepts. Furthermore, the paper examines the development process and usability of the AR application, providing insights into its implementation in educational settings. Perspectives from structural analysis faculty members are also discussed, shedding light on the potential benefits and challenges associated with integrating AR technology into engineering education. In addition, the study highlights the value of place-based learning, wherein students engage with real-world structures in their immediate environment, fostering deeper connections between theoretical concepts and practical applications. Overall, this research contributes to the growing body of literature on innovative teaching approaches in engineering education and highlights the potential of AR as a valuable tool for enhancing student learning experiences in structural analysis and related disciplines.</p>","PeriodicalId":50643,"journal":{"name":"Computer Applications in Engineering Education","volume":"33 4","pages":""},"PeriodicalIF":2.0,"publicationDate":"2025-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/cae.70059","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144482078","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"UYAMAK: Empowering Model-Based Design and Simulation Through an Open-Source Web Platform","authors":"Antonio Concha-Sanchez,&nbsp;Suresh Kumar Gadi","doi":"10.1002/cae.70056","DOIUrl":"https://doi.org/10.1002/cae.70056","url":null,"abstract":"<div>\u0000 \u0000 <p>This article introduces a new web-based open-source software application called UYAMAK, which stands for <i>Unleash Your Applied Mathematics Abilities &amp; Keenness</i>. UYAMAK enables users to design, simulate, and analyze mathematical models using block diagrams. The software can not only be downloaded and installed on computers running Windows but also be used directly from web browsers without installation, making it compatible with any operating system. Due to this feature, the proposed program can be used in hybrid courses. A wide range of mathematical topics covered in undergraduate and graduate courses can be explored through UYAMAK, as it includes libraries for performing basic operations in arithmetic, trigonometry, complex numbers, Boolean logic, matrices, calculus, and statistics. Additionally, it allows for the simulation of discrete or continuous dynamical systems described by differential equations, transfer functions, or state-space representations. Simulation results can be visualized through displays, scopes, <i>XY</i> plots, and 3D graphs. Moreover, UYAMAK also simulates the 3D model of a 6-DOF articulated robot, whose joints can be controlled to follow a desired trajectory generated using various signal sources provided by UYAMAK, including step, ramp, sinusoidal, sawtooth, rectangular, and triangular waveforms. Several simulations are presented to demonstrate the potential of the proposed software, which has been evaluated in engineering courses. The results indicate that the proposed software helps students better understand and verify the mathematics taught in class.</p>\u0000 </div>","PeriodicalId":50643,"journal":{"name":"Computer Applications in Engineering Education","volume":"33 4","pages":""},"PeriodicalIF":2.0,"publicationDate":"2025-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144323599","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Dynamic Updating Method of Course Content Based on Multiple Intelligent Agents Collaboration","authors":"Sheng Jie,&nbsp;Mengfan Xiao,&nbsp;Yingjie Xu,&nbsp;Xian Jiang,&nbsp;Ligang Dong","doi":"10.1002/cae.70060","DOIUrl":"https://doi.org/10.1002/cae.70060","url":null,"abstract":"<div>\u0000 \u0000 <p>In the rapidly evolving field of education, the timely updating of course content is an essential task, especially in disciplines such as computer science and artificial intelligence, where knowledge evolves swiftly. However, traditional methods of course revision are labor-intensive, time-consuming, and struggle to keep up with the latest academic developments and industry practices. Moreover, directly utilizing content generated by agent tools often results in a disorganized structure and questionable quality. To address these challenges, this paper proposes a dynamic updating method of course content based on the collaboration of multiple intelligent agents. By integrating multiple intelligent agents and knowledge graph technology, this method enables automated retrieval, filtering, and integration of the latest knowledge points, thereby generating a structured, accurate, and comprehensive course content structure. For engineering education, this method can help educators quickly adapt to the needs of technological development, which not only effectively alleviates the burden on educators but also significantly enhances the efficiency and quality of course updating, offering a novel solution for educational content management and promoting the development of engineering education towards intelligence and dynamism. Experimental results indicate that compared to traditional manual revision and direct utilization of single agent, this method maintains high accuracy (over 95%) and high coverage (over 96%), while reducing the knowledge point update cycle to less than 0.5 h and controlling the task execution cycle within 1.5 h.</p>\u0000 </div>","PeriodicalId":50643,"journal":{"name":"Computer Applications in Engineering Education","volume":"33 4","pages":""},"PeriodicalIF":2.0,"publicationDate":"2025-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144299901","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Incorporating Scientific Applications Into Engineering Education Through Interactive Simulation Software","authors":"Chao Tian,&nbsp;Chenyang Chen,&nbsp;Yuanheng Qu,&nbsp;Mujun Li,&nbsp;Songde Liu","doi":"10.1002/cae.70057","DOIUrl":"https://doi.org/10.1002/cae.70057","url":null,"abstract":"<div>\u0000 \u0000 <p>Many engineering courses primarily emphasize theoretical instruction, which not only impedes the development of students' practical skills but also diminishes their engagement. Various educational reforms have been introduced to enhance the real-world applicability and interactive nature of the classroom. However, these reforms often impose additional time and cognitive burdens on students. This study explores an approach to enhance teaching effectiveness and student engagement by combining extended knowledge with interactive simulation software. Specifically, we incorporate emerging photoacoustic computed tomography (PACT) technology into a university-level <i>Signals and Systems</i> course as a research case. The potential of this educational approach was assessed using Likert scale surveys, which indicated a promising improvement in students' understanding of complex concepts when utilizing interactive simulation software. Additionally, positive feedback from students further supports these findings. This study provides a comprehensive account of the implementation and potential advantages of these educational innovations, offering valuable insights for future developments.</p></div>","PeriodicalId":50643,"journal":{"name":"Computer Applications in Engineering Education","volume":"33 4","pages":""},"PeriodicalIF":2.0,"publicationDate":"2025-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144244471","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effect of AI-Based Learning on Students' Computational Thinking Development: Evidence From a Meta-Analysis","authors":"Gexing Cheng,&nbsp;Dexin Hu","doi":"10.1002/cae.70058","DOIUrl":"https://doi.org/10.1002/cae.70058","url":null,"abstract":"<div>\u0000 \u0000 <p>AI-based learning (AIBL) is becoming more and more popular. Is it effective for the development of students' computational thinking (CT)? This meta-analysis explores the effects of AIBL on students' CT development based on 26 high-quality experimental articles. The results suggest that AIBL has an upper-medium positive effect on students' CT development (Hedges's <i>g</i> = 0.553, 95% CI [0.410, 0.708], <i>z</i> = 7.366, <i>p</i> &lt; 0.001), indicating that AIBL can effectively promote students' CT development. Moreover, moderator analyses reveal that AIBL is more effective under the following conditions: (1) for AI intervention type that applies AI algorithms; (2) in earlier publication years. (3) among European students; (4) among senior secondary students; (5) with sample sizes between 30 and 50 students; (6) for interventions lasting more than 2 months or less than 1 week; (7) in traditional programming courses; (8) when using project-based design; (9) for individual learning; (10) when assessed by test-based measurement tools.</p>\u0000 </div>","PeriodicalId":50643,"journal":{"name":"Computer Applications in Engineering Education","volume":"33 4","pages":""},"PeriodicalIF":2.0,"publicationDate":"2025-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144244470","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Computational Tools for Thermodynamic Teaching in Chemical and Metallurgical Engineering Courses","authors":"João Paulo Viana,&nbsp;Allan Amendola Santos,&nbsp;Rogério Navarro Correia de Siqueira","doi":"10.1002/cae.70055","DOIUrl":"https://doi.org/10.1002/cae.70055","url":null,"abstract":"<p>Thermodynamics is considered, among many engineering students, a very difficult branch of physics, especially regarding phase equilibria modeling, which usually often requires the use of commercial software and/or complex algorithms, rarely available for the general public. The present article provides new and simple Python numerical codes for calculating condensed phase equilibria, using pure metals and an alloy (Cu–Ni) as example, for a validity and consistency check, results were compared with both literature data and Thermo-Calc software's simulations. All parameters for computing pure metal's molar Gibbs energies and chemical activities for liquid and solid solutions were extracted from SSOL3 (SGTE) database. Regarding the pure metals (Bi, Cu, Nb, Ni, Pd, Pt, Sb, Ta, and Th), excellent agreement with literature values has been achieved in all cases, also including the solid–solid transition found for thorium. Regarding the Cu–Ni alloy phase equilibrium behavior, the proposed algorithm has also resulted in a quantitative agreement with literature experimental data and equilibrium liquidus temperatures and solid phase compositions calculated with Thermo-Calc software together with the SSOL2 database. The authors believe that the proposed algorithms could be of valuable use as teaching tools in metallurgical or chemical engineering courses, for example, through computational exercises to predict equilibrium conditions (transition temperatures, phase compositions) and or thermodynamic properties (molar Gibbs energy, enthalpy, and entropy), as exemplified by the activities proposed in the two exercise lists provided as Supporting Information. It is important to note that, although only metallic systems have been explored as examples, the same logic and thermodynamic principles can be applied to other phase equilibria problems involving inorganic condensed phases, for which accurate molar Gibbs energy models can be constructed or obtained from reliable databases.</p>","PeriodicalId":50643,"journal":{"name":"Computer Applications in Engineering Education","volume":"33 4","pages":""},"PeriodicalIF":2.0,"publicationDate":"2025-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/cae.70055","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144191036","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Examining the Impact of Mathematics Ancillary Courses on Computational Programming Intelligence of Computer Science Students Using Machine Learning Techniques","authors":"Emmanuel Chukwudi Ukekwe,&nbsp;Nnamdi Johnson Ezeora,&nbsp;Adaora Angela Obayi,&nbsp;Caroline Ngozi Asogwa,&nbsp;Assumpta Obianuju Ezugwu,&nbsp;Folakemi O. Adegoke,&nbsp;Jude Raiyetumbi,&nbsp;Bashir Tenuche","doi":"10.1002/cae.70054","DOIUrl":"https://doi.org/10.1002/cae.70054","url":null,"abstract":"<div>\u0000 \u0000 <p>Mathematics courses make up a good percentage of the undergraduate curriculum in the Computer Science and Engineering discipline. It is however important to ascertain how the mathematics courses impact the programming skills of the students. This article examines the impact of mathematics ancillary courses on the Computational Programming Intelligence (CPI) of Computer Science and Engineering students. Using the results of Computer Science students on mathematics and programming courses for seven (7) sessions, Random forest regression and K-means clustering machine learning models were used to study the relationship between the ancillary courses and their performance in programming courses. A Pearson correlation coefficient was computed to assess the linear relationship between five (5) Mathematics ancillary courses and the programming courses. A significant positive correlation (0.29, 0.27, 0.20, 0.10, and 0.09, <i>p</i> = 0.02) was obtained with Linear algebra having the highest and Mathematical methods the least. Consequently, variable importance results show that linear algebra had the highest impact on CPI while Mathematical methods had the least in the following order (29.11%, 20.39%, 19.80%, 17.15%, and 13.55%). Mostly female students of age range 19–20 were found to have been positively impacted more by the mathematics courses. A curriculum guide was presented based on the findings.</p>\u0000 </div>","PeriodicalId":50643,"journal":{"name":"Computer Applications in Engineering Education","volume":"33 4","pages":""},"PeriodicalIF":2.0,"publicationDate":"2025-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144148417","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"ArtEM: Enhancing the Understanding of Integer and Modular Arithmetic Through Interactive Learning Software","authors":"Violeta Migallón,&nbsp;Héctor Penadés,&nbsp;Jose Penadés","doi":"10.1002/cae.70053","DOIUrl":"https://doi.org/10.1002/cae.70053","url":null,"abstract":"<p>Integer and modular arithmetic is a fundamental area of mathematics, with extensive applications in computer science, and is essential for cryptographic protocols, error correction, and algorithm efficiency. However, students often struggle to understand its abstract nature, especially when transitioning from theoretical knowledge to practical applications. To address these issues, interactive educational software can play a crucial role in supporting the learning process. In this study, we present ArtEM (Integer and Modular Arithmetic), a Java-based tool that was developed to assist both students and instructors in exploring topics related to integer and modular arithmetic. ArtEM offers an intuitive approach, allowing users to experiment and to gain a deeper understanding of the subject. A survey conducted among students at the University of Alicante (Spain) assessed their satisfaction with ArtEM, which enabled a detailed analysis of key aspects, including its usability, content quality, and didactic effectiveness. These dimensions were crucial in evaluating how well ArtEM supports learning and enhances the overall educational experience. The results indicated that students found ArtEM user-friendly, providing a seamless learning experience. Feedback on content quality emphasised its relevance and clarity, while participants noted that the tool effectively supported their learning objectives. Data analysis also demonstrated that ArtEM improved students' understanding of complex concepts, encouraged independent learning, and contributed to improved academic performance. A remarkable improvement in students' ability to apply theoretical knowledge to practical scenarios was observed, underscoring the effectiveness of ArtEM in fostering deeper learning and better educational outcomes.</p>","PeriodicalId":50643,"journal":{"name":"Computer Applications in Engineering Education","volume":"33 4","pages":""},"PeriodicalIF":2.0,"publicationDate":"2025-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/cae.70053","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144148416","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Impact of Artificial Intelligence Technology on Students' Computational and Reflective Thinking in a Computer Programming Course","authors":"Christian Basil Omeh,&nbsp;Chijioke Jonathan Olelewe,&nbsp;Ifeanyi Benedict Ohanu","doi":"10.1002/cae.70052","DOIUrl":"https://doi.org/10.1002/cae.70052","url":null,"abstract":"<div>\u0000 \u0000 <p>This study examined impact of artificial intelligent technology on computational and reflective thinking skills development in a computer programming course. With intact classes and a nonequivalent pretest-posttest group, the study adopted a quasi-experimental research design. Hundred and twenty second-year students studying computer science education and enrolled in computer programming courses (COS 201 and COS 202) at six universities in southeast Nigeria make up the study population. The study sample comprises of 75 females and 45 males' students. Findings showed that students worked collaboratively with aid of artificial intelligence technology to develop critical thinking skills, algorithm skills and problem-solving skills among others which are components of computational thinking. Also, students' academic achievement was seen to be significantly improved in programming knowledge and skills, and students' reflective thinking skills were also developed as a result of the intervention. The findings show that the use of problem-based learning experience is introspected with artificial intelligence technology is supported by the use of online learning platform is crucial in the development of CT skills. This study recommends that both context-based learning and problem-based learning introspecting with artificial intelligence technology which are innovative pedagogy enhance the development of CT independently but differ in specific domains.</p>\u0000 </div>","PeriodicalId":50643,"journal":{"name":"Computer Applications in Engineering Education","volume":"33 3","pages":""},"PeriodicalIF":2.0,"publicationDate":"2025-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144135589","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evaluating Knowledge Gain and Retention in IoT Circuit Assembly Using Mobile Augmented Reality Technology","authors":"Meng Chun Lam,&nbsp;Hadi Bashar Khalid Hadi,&nbsp;Dahlila Putri Dahnil,&nbsp;Nur Asylah Suwadi,&nbsp;Nazatul Aini Abd Majid","doi":"10.1002/cae.70045","DOIUrl":"https://doi.org/10.1002/cae.70045","url":null,"abstract":"<div>\u0000 \u0000 <p>Augmented Reality (AR) offers potential benefits in assembly training, yet there is a scarcity of research on knowledge retention when utilizing 3D model and animation overlays through Mobile Augmented Reality (MAR). This study investigates the influence of MAR applications, leveraging the signaling principle through 3D animated models, on knowledge gain and retention in a complex Internet of Things (IoT) assembly task. In this regard, this study developed a MAR framework and application to facilitate IoT assembly training. A comparative study was conducted with 40 participants, equally distributed between the MAR and paper manual groups based on prior knowledge and AR familiarity. The evaluation consisted of three phases: a pre-test, an immediate post-test, and a delayed post-test. Data collection involved knowledge tests, task completion time, error rates, usability and subjective feedback. Results showed significant knowledge gain in both groups, with the MAR group achieving a 21% increase and the paper group 15%. In terms of knowledge retention, both approaches were equally effective in helping users retain knowledge and improve task completion performance by reducing task completion time. Notably, the MAR group (0.5 error rate) made fewer errors than the paper group (1.35 error rate). Additionally, MAR demonstrated higher effectiveness based on Perceived Usefulness, Ease of Use, and the NASA Task Load Index. These findings suggest that while both methods support knowledge retention, MAR with better accuracy and usability, making it a valuable tool for IoT assembly training.</p>\u0000 </div>","PeriodicalId":50643,"journal":{"name":"Computer Applications in Engineering Education","volume":"33 3","pages":""},"PeriodicalIF":2.0,"publicationDate":"2025-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144085463","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}