Computer Applications in Engineering Education最新文献

Unveiling the Mechanisms of the Development of Students' Artificial Intelligence Application Abilities in Interdisciplinary Education 揭示跨学科教育中学生人工智能应用能力发展的机制

IF 2 3区工程技术

Computer Applications in Engineering Education Pub Date : 2025-05-04 DOI: 10.1002/cae.70046

Zhizhong Xing, Zhijun Meng, Xin Zhang, Li Tan, Lin Yang, Xiaojun Guo, Huidong Wu

{"title":"Unveiling the Mechanisms of the Development of Students' Artificial Intelligence Application Abilities in Interdisciplinary Education","authors":"Zhizhong Xing, Zhijun Meng, Xin Zhang, Li Tan, Lin Yang, Xiaojun Guo, Huidong Wu","doi":"10.1002/cae.70046","DOIUrl":"https://doi.org/10.1002/cae.70046","url":null,"abstract":"<div>\u0000 \u0000 <p>The convergence of multiple disciplines like medicine and engineering has spurred the swift progress of technologies including big data and artificial intelligence in the educational realm. The sustainable development of students' artificial intelligence application abilities is an important task in education. To enhance the precision and interdisciplinary nature of research in improving students' artificial intelligence application abilities, our study delves deeply into the mechanisms behind these abilities. We innovatively used cutting-edge methods such as knowledge graphs to conduct multidimensional analysis, combined with the background of the times to explore the reasons for the changes in research hotspots and publication volume, and comprehensively presented the research process and development status of students' artificial intelligence application abilities from a global perspective. We found that the field of students' artificial intelligence application abilities is gradually shifting towards interdisciplinary integration with strong comprehensiveness, and deep cooperation across countries, disciplines, and teams will bring greater and more profound development opportunities. On the path of interdisciplinary intersection and artificial intelligence integration, this study provides references and new insights into the development trends of students' artificial intelligence application abilities. Additionally, it effectively promotes the scientific development of students' abilities in the field of artificial intelligence applications at the intersection of multiple disciplines such as medicine and engineering.</p>\u0000 </div>","PeriodicalId":50643,"journal":{"name":"Computer Applications in Engineering Education","volume":"33 3","pages":""},"PeriodicalIF":2.0,"publicationDate":"2025-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143904953","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}

引用次数: 0

Differences Between Experiencing a Virtual Laboratory With a Virtual Reality Headset or a Laptop 使用虚拟现实耳机或笔记本电脑体验虚拟实验室的区别

IF 2 3区工程技术

Computer Applications in Engineering Education Pub Date : 2025-05-04 DOI: 10.1002/cae.70043

Panu Viitaharju, Jarno Linnera, Minna Nieminen, Kirsi Yliniemi, Antti J. Karttunen

{"title":"Differences Between Experiencing a Virtual Laboratory With a Virtual Reality Headset or a Laptop","authors":"Panu Viitaharju, Jarno Linnera, Minna Nieminen, Kirsi Yliniemi, Antti J. Karttunen","doi":"10.1002/cae.70043","DOIUrl":"https://doi.org/10.1002/cae.70043","url":null,"abstract":"<div>\u0000 \u0000 <p>Different technical implementations have been proposed for virtual laboratories, some of which include the use immersive virtual reality (VR) environments experienced through head-mounted displays. The benefits and challenges of VR headsets have been previously studied in other contexts, but no research has been done in the context of virtual laboratories. In this explorative study, we compared the user experiences between completing a virtual laboratory experience with a VR headset or with a laptop screen to see if the VR headset has any negative or positive effects for virtual laboratory education. It was found that users experienced increased immersion, feeling of being in the laboratory, and spent more time in the virtual laboratory training when using a VR headset. Users also reported that they preferred a VR headset over a laptop experience, although they affirmed that the long-term use of a VR headset is exhausting. The VR headset was not found to affect already high learning motivation, feeling of how gamified the experience felt, or the perceived challenges of the learning tasks. Despite the increased immersion and other positive findings for VR headsets, the current findings are not yet sufficient to conclude that these factors necessarily affect the learning results in virtual laboratories. Further research about the topic is required for more conclusive effects on increased learning outcomes.</p>\u0000 </div>","PeriodicalId":50643,"journal":{"name":"Computer Applications in Engineering Education","volume":"33 3","pages":""},"PeriodicalIF":2.0,"publicationDate":"2025-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143904954","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}

引用次数: 0

Designing the HMI for a DC Motor Toolkit for Control Engineering Education 控制工程教学直流电机工具包的人机界面设计

IF 2 3区工程技术

Computer Applications in Engineering Education Pub Date : 2025-05-01 DOI: 10.1002/cae.70042

Vivek Kant, Pramod Mhaske, P. S. V. Nataraj

{"title":"Designing the HMI for a DC Motor Toolkit for Control Engineering Education","authors":"Vivek Kant, Pramod Mhaske, P. S. V. Nataraj","doi":"10.1002/cae.70042","DOIUrl":"https://doi.org/10.1002/cae.70042","url":null,"abstract":"<div>\u0000 \u0000 <p>The aim of this article is to design a Human Machine Interface (HMI) for a direct current (DC) motor toolkit. This toolkit is designed to teach the concepts of control engineering to undergraduate engineering students. The kit itself has been developed over the course of a decade by several refinements from in-class engagement and feedback from several batches of undergraduate learners. The kit can be connected to a computer through a USB port and can be provided inputs through it. The key challenge is to design a suitable HMI to support the operation of the toolkit to enable learning of control engineering concepts. In this quest, this article uses an integrated Ecological Interface Design (iEID) process, which is specifically created to design interfaces for interfaces in technological and sociotechnical sectors. The iEID process is spread over nine steps and begins with defining of the scope of the problem and resulting in the final interface. This process enables the development of the HMI in a systematic manner taking into account the technical considerations as well as issues related to the conduct of activities, which enable the learning of control engineering concepts. Although the focus of this article is on control engineering, it also demonstrates how interfaces can be designed to support the engineering education sector, in terms of interface and information design, beyond that of control engineering.</p></div>","PeriodicalId":50643,"journal":{"name":"Computer Applications in Engineering Education","volume":"33 3","pages":""},"PeriodicalIF":2.0,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143897196","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}

引用次数: 0

Virtual Reality Laboratory for Engineering and Material Science Immersive Learning 工程与材料科学沉浸式学习的虚拟现实实验室

IF 2 3区工程技术

Computer Applications in Engineering Education Pub Date : 2025-04-28 DOI: 10.1002/cae.70041

Beatrice Aruanno, Francesco Tamburrino, Paolo Neri, Sandro Barone

{"title":"Virtual Reality Laboratory for Engineering and Material Science Immersive Learning","authors":"Beatrice Aruanno, Francesco Tamburrino, Paolo Neri, Sandro Barone","doi":"10.1002/cae.70041","DOIUrl":"https://doi.org/10.1002/cae.70041","url":null,"abstract":"<div>\u0000 \u0000 <p>The 2030 Agenda for Sustainable Development, adopted by the United Nations, underscores the importance of inclusive and equitable quality education to promote global awareness. However, progress in this field has been delayed by global crises, including the COVID-19 pandemic and conflicts, highlighting the urgent need for innovative educational solutions. Virtual reality (VR) offers significant potential for creating personalized and inclusive learning environments, particularly in science, technology, engineering, and mathematics (STEM) education. This study presents the development and evaluation of an immersive virtual reality laboratory (VR Lab) focused on material science and mechanics. The VR Lab aims to enhance students' comprehension of complex micro and macro engineering phenomena and strengthen their cognitive skills. Employing a usability and effectiveness evaluation among undergraduate engineering students, the study provides preliminary evidence of VR's efficacy as an educational tool. Results demonstrate notable improvements in students' ability to visualize complex concepts and apply theoretical knowledge to practical scenarios, bridging the gap between theory and practice. The immersive nature of VR not only enhances engagement but also promotes a deeper understanding of key engineering and material science topics. These findings support the integration of VR in STEM education as a complementary tool for enriching learning experiences and promoting educational inclusivity.</p>\u0000 </div>","PeriodicalId":50643,"journal":{"name":"Computer Applications in Engineering Education","volume":"33 3","pages":""},"PeriodicalIF":2.0,"publicationDate":"2025-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143884209","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}

引用次数: 0

HyperSym: An Educational MATLAB Code for Hyperelasticity HyperSym：超弹性的教育 MATLAB 代码

IF 2 3区工程技术

Computer Applications in Engineering Education Pub Date : 2025-04-25 DOI: 10.1002/cae.70037

Vinicius Oliveira Fontes, André Xavier Leitão, Anderson Pereira

{"title":"HyperSym: An Educational MATLAB Code for Hyperelasticity","authors":"Vinicius Oliveira Fontes, André Xavier Leitão, Anderson Pereira","doi":"10.1002/cae.70037","DOIUrl":"https://doi.org/10.1002/cae.70037","url":null,"abstract":"<p>Engineering students may find two challenges while studying finite element-based structural analysis: the transition from linear to nonlinear analysis theory and implementing finite element algorithms. Unlike damage and plasticity, which require often complex return mapping algorithms to update internal variables, introducing material nonlinearity with hyperelasticity is simpler as the stress tensor therein is computed explicitly from a deformation measure. To simplify the derivation process, we present <span>HyperSym</span>, an educational MATLAB-based tool that leverages symbolic differentiation to derive hyperelastic tensors from the strain energy density functional and automatically generate ready-to-use functions. We integrate these functions into the educational open-source finite element software \u0000<span>NLFEA</span> to illustrate the connection between user-defined subroutines and a finite element framework often found in commercial packages. This paper outlines \u0000<span>HyperSym</span>'s core features and demonstrates its educational potential through numerical examples applicable to lecture and homework settings. Lastly, we explore potential extensions and customizations to \u0000<span>HyperSym</span> for further academic projects or research. The complete version of MATLAB implementation of \u0000<span>HyperSym</span> is available in a public repository, and some extensions and modifications are provided as Supporting Information.</p>","PeriodicalId":50643,"journal":{"name":"Computer Applications in Engineering Education","volume":"33 3","pages":""},"PeriodicalIF":2.0,"publicationDate":"2025-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/cae.70037","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143871890","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}

引用次数: 0

AI-Driven Personalized Microlearning Framework for Enhanced E-Learning 基于人工智能的个性化微学习框架

IF 2 3区工程技术

Computer Applications in Engineering Education Pub Date : 2025-04-23 DOI: 10.1002/cae.70040

Sarah Almuqhim, Jawad Berri

{"title":"AI-Driven Personalized Microlearning Framework for Enhanced E-Learning","authors":"Sarah Almuqhim, Jawad Berri","doi":"10.1002/cae.70040","DOIUrl":"https://doi.org/10.1002/cae.70040","url":null,"abstract":"<div>\u0000 \u0000 <p>There has been increased demand for personalized approaches for e-learning that seek to increase the learners' engagement and outcomes over the past years. This has been triggered by the availability of mobile technologies and the exigence for adaptive instructional models that tailor the learning content to the learner's needs and settings. Microlearning, as an emerging paradigm of e-learning, is an original instructional approach that delivers time-efficient content that is provided to learners on demand. Microlearning can benefit a great deal from AI techniques to adapt the learning content to a variety of learners. This study proposes AI-driven personalized microlearning e-courses for higher education, especially for computer science courses. In this study, we develop and evaluate AI algorithms to produce adaptive learning paths for individual students, according to the data from the Open University Learning Analytics Dataset. Unlike existing approaches that rely on static, one size fits all instructional platforms, AI algorithms learn dynamically, predict and react to specific student needs to a fidelity of over 98% as shown in the experiments done in this study where their performance reached 98.96% accuracy, 99% precision and 99% F1-Score, and actually point to the use of highly tailored learning experiences to enhance both engagement and academic success. This contribution to the body of research on AI applications in education and on the potential for AI in improving personalized learning in computer courses is pointed out. Additionally, the study paves the way to embed adaptive microlearning strategies within current Virtual Learning Environments to address the individual learning requirements of students in today's digital classrooms.</p>\u0000 </div>","PeriodicalId":50643,"journal":{"name":"Computer Applications in Engineering Education","volume":"33 3","pages":""},"PeriodicalIF":2.0,"publicationDate":"2025-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143861852","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}

引用次数: 0

Construction of Interactive Kinematic Spatial Mechanism and Robot Models Through GeoGebra Software 基于GeoGebra软件的交互运动空间机构与机器人模型构建

IF 2 3区工程技术

Computer Applications in Engineering Education Pub Date : 2025-04-23 DOI: 10.1002/cae.70039

Ricardo García-García, José M. Rico, David B. Dooner, J. Jesús Cervantes-Sánchez, Mario A. García-Murillo

{"title":"Construction of Interactive Kinematic Spatial Mechanism and Robot Models Through GeoGebra Software","authors":"Ricardo García-García, José M. Rico, David B. Dooner, J. Jesús Cervantes-Sánchez, Mario A. García-Murillo","doi":"10.1002/cae.70039","DOIUrl":"https://doi.org/10.1002/cae.70039","url":null,"abstract":"<div>\u0000 \u0000 <p>This study presents procedures and guidelines for using the popular Dynamic Geometry Software (DGE) GeoGebra to create highly interactive simulations of mechanisms and robots towards educational and research purposes. The goal is to introduce and demonstrate the tool to develop self-explanatory constructions designed to present important topics, namely, the spatial posture, the graphical solution of the position analysis of mechanisms of serial and parallel manipulators, the Denavit-Hartenberg (DH) proximal convention, the homogeneous transformation matrices, and the hypothetical closure link method for serial manipulators. Seven constructions are illustrated: the interactive coordinate system construction, the 1-degree of freedom (DOF) position analysis of a spherical four-bar mechanism, the inverse analysis of a 4-DOF Schönflies parallel platform with three universal-prismatic-universal legs, and four constructions for the 6-DOF General Electric P60 (GE-P60) serial robot. The first of these four constructions deals with the direct position analysis via the graphical method. The second one offers a detailed explanation of the DH parameters. The third one uses the DH parameters to obtain the homogeneous transformation matrices for solving its direct position analysis. Finally, the fourth construction solves the hypothetical closure link and the inverse position analysis of the serial robot. The results are interactive computer simulations accessible via hyperlinks, encouraging users to explore the constructions, to use them as a cornerstone for their own constructions, and enhance the topics comprehension. The authors envision these simulations as an effective tool to communicate the knowledge about mechanisms and robots.</p>\u0000 </div>","PeriodicalId":50643,"journal":{"name":"Computer Applications in Engineering Education","volume":"33 3","pages":""},"PeriodicalIF":2.0,"publicationDate":"2025-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143865607","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}

引用次数: 0

Topology Optimization With Quadrilateral Elements: A Comparative Study, Codes, and Tutorials 拓扑优化与四边形元素：比较研究，代码和教程

IF 2 3区工程技术

Computer Applications in Engineering Education Pub Date : 2025-04-22 DOI: 10.1002/cae.70031

Swagatam Islam Sarkar, Prabhat Kumar

{"title":"Topology Optimization With Quadrilateral Elements: A Comparative Study, Codes, and Tutorials","authors":"Swagatam Islam Sarkar, Prabhat Kumar","doi":"10.1002/cae.70031","DOIUrl":"https://doi.org/10.1002/cae.70031","url":null,"abstract":"<div>\u0000 \u0000 <p>This paper offers a comparative study for topology optimization (TO) with quadrilateral family elements, for example, 4-noded (Q4), 8-noded (Q8), and 9-noded (Q9) elements for diverse problems. MATLAB codes are developed with Q8 and Q9 elements for three distinct design problems involving different physics, wherein we provide straightforward and efficient methods for generating connectivity matrices and for determining elemental stiffness matrices in terms of Poisson's ratio for these elements. To demonstrate the relative performances, the paper presents (i) Compliance minimization for stiff structures subjected to constant forces, (ii) Compliance minimization for load-bearing structures under design-dependent pressure loads, (iii) Compliant mechanism problems focused on maximizing desired output deformation. A volume constraint is applied to all problems. Q8 and Q9 finite elements produce optimized designs free of checkerboard patterns. Sensitivity and density filtering schemes are incorporated to ensure a minimum feature size of the optimized designs. An outline for implementing a Heaviside projection filter is also provided for achieving optimized solutions close to binary (0-1). The presented exhaustive comparative study, accompanied by codes and supporting materials, serves as both an educational tool for academia and a valuable resource for those new to the field. The relevant codes are included in the appendices.</p>\u0000 </div>","PeriodicalId":50643,"journal":{"name":"Computer Applications in Engineering Education","volume":"33 3","pages":""},"PeriodicalIF":2.0,"publicationDate":"2025-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143861675","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}

引用次数: 0

Exploring Factors Causing the Mathematics Performance Gaps of Different Genders Using an Explainable Machine Learning 使用可解释的机器学习探索导致不同性别数学成绩差距的因素

IF 2 3区工程技术

Computer Applications in Engineering Education Pub Date : 2025-04-21 DOI: 10.1002/cae.70014

Ying Huang, Ying Zhou, Danyan Wu

{"title":"Exploring Factors Causing the Mathematics Performance Gaps of Different Genders Using an Explainable Machine Learning","authors":"Ying Huang, Ying Zhou, Danyan Wu","doi":"10.1002/cae.70014","DOIUrl":"https://doi.org/10.1002/cae.70014","url":null,"abstract":"<div>\u0000 \u0000 <p>Educational disparity in math performance remains a persistent challenge. With the development of AI, there is growing attention on educational data mining. This study applies explainable machine learning to uncover the complex factors contributing to the math performance gap between secondary-school boys and girls. Data from the Program for International Student Assessment, covering Hong Kong, Macao, Taipei, Singapore, Japan, and Korea (17,566 males and 16,929 females), underwent rigorous preprocessing and feature selection. Prediction models for boys and girls were constructed and optimized separately. The Shapley Additive Explanations method was used to explain the models and reveal key influences. Boys’ performance is mainly influenced by expected career status, math anxiety, and the number of math teachers. For girls, key factors are math self-efficacy, family economic, social, and cultural status, and competency grouping in math lessons. This comprehensive analysis explores student, family, and school factors affecting math performance and advances the application of explainable machine learning in educational data mining.</p>\u0000 </div>","PeriodicalId":50643,"journal":{"name":"Computer Applications in Engineering Education","volume":"33 3","pages":""},"PeriodicalIF":2.0,"publicationDate":"2025-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143852848","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}

引用次数: 0

Exploring Undergraduate Students' Computational Thinking Skills Across Engineering Design Processes 探索本科生在工程设计过程中的计算思维能力

IF 2 3区工程技术

Computer Applications in Engineering Education Pub Date : 2025-04-17 DOI: 10.1002/cae.70035

Gaoxia Zhu, Jason Fok Kow, Xiuyi Fan, Ibrahim H. Yeter, Lin Su Chit, Yew Soon Ong

{"title":"Exploring Undergraduate Students' Computational Thinking Skills Across Engineering Design Processes","authors":"Gaoxia Zhu, Jason Fok Kow, Xiuyi Fan, Ibrahim H. Yeter, Lin Su Chit, Yew Soon Ong","doi":"10.1002/cae.70035","DOIUrl":"https://doi.org/10.1002/cae.70035","url":null,"abstract":"<div>\u0000 \u0000 <p>Students with strong Computational Thinking (CT) skills possess a unique ability to analyze problems, devise efficient solutions, and navigate the intricacies of a rapidly evolving digital landscape. Given the conceptual overlapping between CT skills and engineering design competencies, engineering design processes provide students with a context for applying and developing CT skills. However, how to promote students to develop CT skills through pedagogical design in engineering education needs further research, especially in the formal higher education context. To address this gap, we constructed a model and designed a course that supports students in applying CT (i.e., decomposition, pattern recognition, abstraction, algorithm design, and troubleshooting/debugging) skills during multiple engineering design iterations. We collected 13 group design reports from 62 undergraduate students regarding their efforts in designing and solving mazes over three design iterations by applying CT skills. Using mixed methods, we examined what and how CT skills were demonstrated in the group reports, and what changes groups made between design iterations and why. We found that the participants demonstrated five CT skills with differing frequencies and needed more support in troubleshooting. When making changes between design iterations, groups mainly considered enabling users to apply CT skills, avoiding hard coding, adjusting the complexity of the mazes, considering design constraints to meet engineering design requirements, and enhancing user experience. The findings underscore the pressing need to equip students with the ability to navigate and resolve intricacies, particularly in troubleshooting, and groups' abilities to consider various elements when making engineering design decisions.</p>\u0000 </div>","PeriodicalId":50643,"journal":{"name":"Computer Applications in Engineering Education","volume":"33 3","pages":""},"PeriodicalIF":2.0,"publicationDate":"2025-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143846106","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}

引用次数: 0