Computer Applications in Engineering Education最新文献_第2页

Use of Decision-Based Learning to Develop Conditional Knowledge of Binary Phase Diagram Interpretation in Mechanical Engineering 基于决策的学习在机械工程中发展二元相图解释的条件知识

IF 2.2 3区工程技术

Computer Applications in Engineering Education Pub Date : 2026-03-08 DOI: 10.1002/cae.70172

Troy R. Munro, Pamela Smalley, Kenneth J. Plummer, Matthew Goodson, Richard E. West

{"title":"Use of Decision-Based Learning to Develop Conditional Knowledge of Binary Phase Diagram Interpretation in Mechanical Engineering","authors":"Troy R. Munro, Pamela Smalley, Kenneth J. Plummer, Matthew Goodson, Richard E. West","doi":"10.1002/cae.70172","DOIUrl":"https://doi.org/10.1002/cae.70172","url":null,"abstract":"<div>\u0000 \u0000 <p>Instruction and educational research on teaching multicomponent phase diagrams (PDs) to engineering students often focuses on visualization tools instead of promoting conditional knowledge, an understanding of when information is useful for a specific task. Decision-Based Learning's (DBL's) emphasis on scaffolded decision-making and just-in-time learning may offer a more effective approach. This retrospective study examined whether DBL improves student performance during PD instruction compared with traditional methods and investigated how students and instructors perceive its benefits and shortcomings. A mixed-mode approach was used. Exam performance and survey data were analyzed for five semesters of an introduction to materials science course in mechanical engineering. The exam performance of 520 students was analyzed using analysis of covariance with a covariate to account for prior knowledge. Surveys and interviews provided insight into student and instructor experiences using an explanatory sequential design. Quantitative results showed improved performance during the first semester DBL was implemented, but no consistent effects across the other three DBL-using semesters were seen. Qualitative results showed students valued structured feedback and expert-modeled thinking, though some reported technical difficulties. Instructors found classroom walkthroughs of the DBL tree allowed for clearer scaffolding, providing improved engagement and understanding compared with alternative activities. Our findings suggest DBL can improve students' ability to interpret PDs compared with alternative teaching methods when DBL is actively used during class. However, this retrospective, rather than randomized-controlled, study limits our ability to isolate the effects of DBL on performance and experience.</p>\u0000 </div>","PeriodicalId":50643,"journal":{"name":"Computer Applications in Engineering Education","volume":"34 2","pages":""},"PeriodicalIF":2.2,"publicationDate":"2026-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147564152","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

Use of Decision-Based Learning to Develop Conditional Knowledge of Binary Phase Diagram Interpretation in Mechanical Engineering 基于决策的学习在机械工程中发展二元相图解释的条件知识

IF 2.2 3区工程技术

Computer Applications in Engineering Education Pub Date : 2026-03-08 DOI: 10.1002/cae.70172

Troy R. Munro, Pamela Smalley, Kenneth J. Plummer, Matthew Goodson, Richard E. West

{"title":"Use of Decision-Based Learning to Develop Conditional Knowledge of Binary Phase Diagram Interpretation in Mechanical Engineering","authors":"Troy R. Munro, Pamela Smalley, Kenneth J. Plummer, Matthew Goodson, Richard E. West","doi":"10.1002/cae.70172","DOIUrl":"https://doi.org/10.1002/cae.70172","url":null,"abstract":"<div>\u0000 \u0000 <p>Instruction and educational research on teaching multicomponent phase diagrams (PDs) to engineering students often focuses on visualization tools instead of promoting conditional knowledge, an understanding of when information is useful for a specific task. Decision-Based Learning's (DBL's) emphasis on scaffolded decision-making and just-in-time learning may offer a more effective approach. This retrospective study examined whether DBL improves student performance during PD instruction compared with traditional methods and investigated how students and instructors perceive its benefits and shortcomings. A mixed-mode approach was used. Exam performance and survey data were analyzed for five semesters of an introduction to materials science course in mechanical engineering. The exam performance of 520 students was analyzed using analysis of covariance with a covariate to account for prior knowledge. Surveys and interviews provided insight into student and instructor experiences using an explanatory sequential design. Quantitative results showed improved performance during the first semester DBL was implemented, but no consistent effects across the other three DBL-using semesters were seen. Qualitative results showed students valued structured feedback and expert-modeled thinking, though some reported technical difficulties. Instructors found classroom walkthroughs of the DBL tree allowed for clearer scaffolding, providing improved engagement and understanding compared with alternative activities. Our findings suggest DBL can improve students' ability to interpret PDs compared with alternative teaching methods when DBL is actively used during class. However, this retrospective, rather than randomized-controlled, study limits our ability to isolate the effects of DBL on performance and experience.</p>\u0000 </div>","PeriodicalId":50643,"journal":{"name":"Computer Applications in Engineering Education","volume":"34 2","pages":""},"PeriodicalIF":2.2,"publicationDate":"2026-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147564214","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 the Use of Prompts and AI-Generated Images to Elicit Explanations in Engineering Education 探索在工程教育中使用提示和人工智能生成的图像来引出解释

IF 2.2 3区工程技术

Computer Applications in Engineering Education Pub Date : 2026-03-05 DOI: 10.1002/cae.70173

Andres Nieto-Leal, Camilo Vieira, Rolando Chacón, Homero Murzi

{"title":"Exploring the Use of Prompts and AI-Generated Images to Elicit Explanations in Engineering Education","authors":"Andres Nieto-Leal, Camilo Vieira, Rolando Chacón, Homero Murzi","doi":"10.1002/cae.70173","DOIUrl":"https://doi.org/10.1002/cae.70173","url":null,"abstract":"<div>\u0000 \u0000 <p>Learning structural engineering concepts often presents challenges due to their abstract nature and the limitations of traditional teaching methods. One way to assess and develop conceptual understanding is through students' ability to generate high-quality explanations. While visualization tools are known to support this process, generative AI offers a novel approach for creating customized visual representations that may deepen student learning. This study investigates the potential of using generative AI tools—specifically, textual prompts and AI-generated images—to elicit and improve undergraduate students' explanations of key structural engineering concepts. Guided by two research questions, the study explores how these tools influence explanation quality and how the process of generating and reflecting on AI-produced images supports changes in conceptual understanding. Conducted in a steel structures design course with 29 students, the study asked participants to write initial explanations, generate images using AI tools, and then revise their explanations. Explanation quality was assessed using the SOLO taxonomy. Results showed that six of ten students who completed all stages advanced to higher SOLO levels, indicating improved conceptual depth. Students with lower initial understanding demonstrated the greatest improvement, while those with stronger prior knowledge experienced limited gains. The findings suggest that AI-generated images, when combined with structured guidance and clear instructional prompts, can support students in bridging abstract engineering concepts with concrete representations. However, visual tools alone are insufficient. This study emphasizes the need for intentional pedagogical design when integrating generative AI in engineering education and highlights future research opportunities to extend these approaches across diverse STEM contexts.</p>\u0000 </div>","PeriodicalId":50643,"journal":{"name":"Computer Applications in Engineering Education","volume":"34 2","pages":""},"PeriodicalIF":2.2,"publicationDate":"2026-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147563300","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 the Use of Prompts and AI-Generated Images to Elicit Explanations in Engineering Education 探索在工程教育中使用提示和人工智能生成的图像来引出解释

IF 2.2 3区工程技术

Computer Applications in Engineering Education Pub Date : 2026-03-05 DOI: 10.1002/cae.70173

Andres Nieto-Leal, Camilo Vieira, Rolando Chacón, Homero Murzi

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引用次数: 0

Software Version Discrepancy: Arduino Spectrum Analyzer for Teaching in Data Acquisition, FFT and Real-Time System 软件版本差异：用于数据采集、FFT和实时系统教学的Arduino频谱分析仪

IF 2.2 3区工程技术

Computer Applications in Engineering Education Pub Date : 2026-03-03 DOI: 10.1002/cae.70174

Yoshiyasu Takefuji

{"title":"Software Version Discrepancy: Arduino Spectrum Analyzer for Teaching in Data Acquisition, FFT and Real-Time System","authors":"Yoshiyasu Takefuji","doi":"10.1002/cae.70174","DOIUrl":"https://doi.org/10.1002/cae.70174","url":null,"abstract":"<div>\u0000 \u0000 <p>Educators face significant challenges in delivering comprehensive instruction on Fast Fourier Transform (FFT) due to the scarcity of affordable, hands-on learning materials that simultaneously integrate hardware components and software applications. This paper presents an inexpensive Arduino-based real-time audio spectrum analyzer that serves as an effective educational platform for teaching data acquisition, FFT analysis, and graphical display techniques. Our implementation employs minimal components: an Arduino Nano microcontroller, an OLED 128 × 64 (I<sup>2</sup>C) display, and a microphone input, creating an accessible standalone system for remote learning environments. Critically, we address the often-overlooked issue of software version discrepancies in open-source libraries, demonstrating how these inconsistencies quantifiably impact system functionality and real-time performance. Our benchmarking reveals that using incompatible library versions resulted in a 50% reduction in processing speed (from 12 fps to 6 fps), introduced a lag of more than 100 ms, and produced significant display artifacts that affected measurement accuracy. These performance differences directly impact the educational utility of the system, particularly when teaching time-critical applications. The paper provides practical guidance on calibration techniques for accurate measurement and strategies for navigating software compatibility challenges. This approach enables students and novice engineers to construct and experiment with functional spectrum analyzers outside traditional laboratory settings, while simultaneously developing crucial skills in troubleshooting the software version discrepancies that commonly affect real-world engineering projects.</p>\u0000 </div>","PeriodicalId":50643,"journal":{"name":"Computer Applications in Engineering Education","volume":"34 2","pages":""},"PeriodicalIF":2.2,"publicationDate":"2026-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147563027","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

Software Version Discrepancy: Arduino Spectrum Analyzer for Teaching in Data Acquisition, FFT and Real-Time System 软件版本差异：用于数据采集、FFT和实时系统教学的Arduino频谱分析仪

IF 2.2 3区工程技术

Computer Applications in Engineering Education Pub Date : 2026-03-03 DOI: 10.1002/cae.70174

Yoshiyasu Takefuji

{"title":"Software Version Discrepancy: Arduino Spectrum Analyzer for Teaching in Data Acquisition, FFT and Real-Time System","authors":"Yoshiyasu Takefuji","doi":"10.1002/cae.70174","DOIUrl":"https://doi.org/10.1002/cae.70174","url":null,"abstract":"<div>\u0000 \u0000 <p>Educators face significant challenges in delivering comprehensive instruction on Fast Fourier Transform (FFT) due to the scarcity of affordable, hands-on learning materials that simultaneously integrate hardware components and software applications. This paper presents an inexpensive Arduino-based real-time audio spectrum analyzer that serves as an effective educational platform for teaching data acquisition, FFT analysis, and graphical display techniques. Our implementation employs minimal components: an Arduino Nano microcontroller, an OLED 128 × 64 (I<sup>2</sup>C) display, and a microphone input, creating an accessible standalone system for remote learning environments. Critically, we address the often-overlooked issue of software version discrepancies in open-source libraries, demonstrating how these inconsistencies quantifiably impact system functionality and real-time performance. Our benchmarking reveals that using incompatible library versions resulted in a 50% reduction in processing speed (from 12 fps to 6 fps), introduced a lag of more than 100 ms, and produced significant display artifacts that affected measurement accuracy. These performance differences directly impact the educational utility of the system, particularly when teaching time-critical applications. The paper provides practical guidance on calibration techniques for accurate measurement and strategies for navigating software compatibility challenges. This approach enables students and novice engineers to construct and experiment with functional spectrum analyzers outside traditional laboratory settings, while simultaneously developing crucial skills in troubleshooting the software version discrepancies that commonly affect real-world engineering projects.</p>\u0000 </div>","PeriodicalId":50643,"journal":{"name":"Computer Applications in Engineering Education","volume":"34 2","pages":""},"PeriodicalIF":2.2,"publicationDate":"2026-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147563024","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

Electric Field and Equipotential Lines: An Educational Web App 电场和等势线：一个教育网络应用程序

IF 2.2 3区工程技术

Computer Applications in Engineering Education Pub Date : 2026-03-03 DOI: 10.1002/cae.70170

Carlos L. Beltrán Ríos, Daniel A. Triana-Camacho, Jorge H. Quintero-Orozco

引用次数: 0

Electric Field and Equipotential Lines: An Educational Web App 电场和等势线：一个教育网络应用程序

IF 2.2 3区工程技术

Computer Applications in Engineering Education Pub Date : 2026-03-03 DOI: 10.1002/cae.70170

Carlos L. Beltrán Ríos, Daniel A. Triana-Camacho, Jorge H. Quintero-Orozco

{"title":"Electric Field and Equipotential Lines: An Educational Web App","authors":"Carlos L. Beltrán Ríos, Daniel A. Triana-Camacho, Jorge H. Quintero-Orozco","doi":"10.1002/cae.70170","DOIUrl":"https://doi.org/10.1002/cae.70170","url":null,"abstract":"<div>\u0000 \u0000 <p>This manuscript presents a web application developed in Python and deployed using Streamlit, designed to support the study of equipotential lines and electric fields in undergraduate physics laboratories at the Universidad Industrial de Santander. The application enables students to upload experimental data and dynamically visualize the relationship between electric potential and electric field in real time. By offering an interactive and intuitive interface, the platform helps students engage with otherwise invisible physical phenomena and explore the underlying mathematical models through immediate visual feedback. This integration of experimental data and computational modeling addresses a common gap in physics education, where these components are often taught separately, limiting students' ability to connect theory and practice. Integrating computational tools into laboratory practice promotes active learning, enhances conceptual understanding, and builds student confidence in topics that are often perceived as abstract and challenging.</p>\u0000 </div>","PeriodicalId":50643,"journal":{"name":"Computer Applications in Engineering Education","volume":"34 2","pages":""},"PeriodicalIF":2.2,"publicationDate":"2026-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147563026","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

Globalization of Engineering Education in the AI Era: A Reframing, Not a Requiem 人工智能时代工程教育的全球化：重构而非安魂曲

IF 2.2 3区工程技术

Computer Applications in Engineering Education Pub Date : 2026-02-14 DOI: 10.1002/cae.70168

Magdy F. Iskander

引用次数: 0

Immersive or Not: Exploring the Moderating Role of Cognitive Style on Learning Outcomes in Virtual Reality Engineering Education 沉浸式或非沉浸式：探索认知风格对虚拟现实工程教育学习成果的调节作用

IF 2.2 3区工程技术

Computer Applications in Engineering Education Pub Date : 2026-02-12 DOI: 10.1002/cae.70166

Feng Zhiming, Zhao Hailong, Li Xueqin

{"title":"Immersive or Not: Exploring the Moderating Role of Cognitive Style on Learning Outcomes in Virtual Reality Engineering Education","authors":"Feng Zhiming, Zhao Hailong, Li Xueqin","doi":"10.1002/cae.70166","DOIUrl":"10.1002/cae.70166","url":null,"abstract":"<div>\u0000 \u0000 <p>Immersive Virtual Reality (IVR) creates a highly immersive learning environment for learners. Exploring learning behavior patterns and effectiveness across various information processing modes in IVR experiments helps understand how IVR affects learning effectiveness. This paper focuses on VR experiments in the field of mechanical engineering from the perspective of cognitive style. By comparing the performance of learners with different cognitive styles in both immersive and non-immersive VR experiments, covariance analysis, moderation effect analysis, and lagged sequence analysis are used to analyze learners' knowledge retention and skill transfer abilities, learning behavior patterns, and explore the moderating effect of cognitive style. The study found that: (1) Compared to non-immersive virtual experiments, IVR experiments are more effective in enhancing the abilities of knowledge retention and skill transfer. (2) Cognitive styles moderate the impact of IVR experiments on learning effectiveness. (3) Field-independent learners exhibited more operational behaviors, enhancing their visual experience and information processing in the IVR environment, which significantly improved their learning outcomes. In contrast, field-dependent learners displayed more auxiliary behaviors, which affected their sense of presence, suppressed their positive emotions, and consequently inhibited the improvement of their learning effectiveness. These findings highlight the moderating effect of cognitive style on learning outcomes in IVR experiments, and provide insights for educators to design learner-centered activities and establish personalized learning paths to meet diverse needs.</p>\u0000 </div>","PeriodicalId":50643,"journal":{"name":"Computer Applications in Engineering Education","volume":"34 2","pages":""},"PeriodicalIF":2.2,"publicationDate":"2026-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146217069","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