Computer Applications in Engineering Education最新文献

{"title":"The Effects of a Generative AI-Enabled CDIO Teaching Model on Undergraduates' Computational Thinking and Individual Psychological Constructs","authors":"Yu Lei,&nbsp;Jianfang Liu,&nbsp;Xin Fu,&nbsp;Jingjie Zhao,&nbsp;Baolin Yi","doi":"10.1002/cae.70075","DOIUrl":"https://doi.org/10.1002/cae.70075","url":null,"abstract":"<div>\u0000 \u0000 <p>With the rapid advancement of artificial intelligence, generative AI (AIGC) has emerged as a transformative tool in education, particularly in engineering disciplines where it demonstrates significant pedagogical potential. The CDIO (Conceive–Design–Implement–Operate) teaching model, rooted in experiential and project-based learning, emphasizes the development of students' integrated engineering competencies. However, engineering education remains challenging for many Chinese university students, despite the availability of online and collaborative learning resources, thereby underscoring the need for enhanced instructional strategies supported by advanced technologies. However, empirical research on the application of generative artificial intelligence in engineering education, particularly regarding its effects on individual psychological constructs, remains limited. This study, conducted over one semester in a data mining course, examines the impact of the AIGC-supported CDIO teaching model on students' computational thinking, learning motivation, engagement, and cognitive load. The participants included 76 s-year undergraduates from a teacher training university in China. The experimental group (<i>n </i>= 27) adopted the AIGC-CDIO teaching model, while Control Group 1 (<i>n</i> = 24) followed the traditional CDIO model, and Control Group 2 (<i>n </i>= 25) engaged solely in collaborative learning. Results from ANOVA analysis revealed that the experimental group demonstrated significant improvements in intrinsic motivation, behavioral and emotional engagement, and computational thinking abilities (including algorithmic thinking, critical thinking, and problem-solving skills), outperforming both control groups. Moreover, the experimental group exhibited significantly lower cognitive load. These major findings highlight the pedagogical effectiveness of the AIGC-CDIO approach in enhancing student engagement and reducing mental effort. The findings provide robust empirical support for the integration of AIGC into CDIO-based engineering education. This study contributes to the emerging literature on AI-assisted pedagogy by offering evidence-based insights into the interplay between technological mediation, psychological factors, and cognitive skill development. Implications for future research include deeper investigations into the mechanisms linking AIGC use to learning outcomes, longitudinal tracking of computational thinking development, and the refinement of adaptive instructional models across diverse learner profiles.</p>\u0000 </div>","PeriodicalId":50643,"journal":{"name":"Computer Applications in Engineering Education","volume":"33 5","pages":""},"PeriodicalIF":2.2,"publicationDate":"2025-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145038358","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":"Design and Development of a Cylinder Head Production Line Virtual Simulation Cognition System Based on Unity3D","authors":"Lei Ma,&nbsp;Xin Wang,&nbsp;Dehang Chen,&nbsp;Junjie Xiong,&nbsp;LuoChao Ji,&nbsp;Zhaoxin Yan,&nbsp;Quan Xu,&nbsp;Junlan Zhang,&nbsp;Zhonghui Yin","doi":"10.1002/cae.70078","DOIUrl":"https://doi.org/10.1002/cae.70078","url":null,"abstract":"<div>\u0000 \u0000 <p>This paper tackles the common challenges in traditional manufacturing education, such as high equipment costs, significant operational risks, and limited hands-on opportunities. It proposes the design and development of a virtual simulation cognition system for a cylinder head production line, built on Unity3D. The system fully leverages virtual simulation technology to accurately replicate the complete cylinder head manufacturing process, encompassing critical stages like casting, machining, and assembly. In its design, the system deeply integrates situated cognition learning theory and educational game theory. By creating realistic operational scenarios, incorporating motivational mechanisms, and providing immediate feedback, it establishes a highly immersive and interactive learning environment. This empowers students to engage in self-directed learning and practical operations within a safe, controlled virtual space, thereby fostering the internalization of knowledge and the mastery of skills. The paper meticulously details the system's development process, core functional design, instructional content arrangement, and an analysis of teaching feedback. Our aim is to use technological means to optimize traditional manufacturing education, enhance teaching efficiency, and improve students' practical abilities, ultimately offering an innovative digital solution for nurturing talent in the manufacturing industry. This study begins by analyzing the application background of virtual simulation technology in intelligent manufacturing and educational training. It clarifies both the academic significance and practical necessity of designing and implementing a virtual simulation-based teaching system. The system's requirements analysis thoroughly considers theories like educational game theory and situated cognition learning. Based on actual teaching needs, it delineates functional modules including equipment cognition, layout construction, and task assessment. Compared to existing similar systems, this study optimizes the realism of the simulation, the depth of interaction, and the integration of learning theories, striving to provide a more effective learning experience. Throughout the development process, the system underwent multiple rounds of testing and verification, ensuring its functional completeness and performance stability. Ultimately, the virtual simulation system successfully achieved dynamic simulation of an automotive engine cylinder head production line, providing students with a realistic and highly interactive educational experience that helps them better understand and master complex manufacturing operations.</p>\u0000 </div>","PeriodicalId":50643,"journal":{"name":"Computer Applications in Engineering Education","volume":"33 5","pages":""},"PeriodicalIF":2.2,"publicationDate":"2025-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145038239","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":"An Augmented Reality-Based Smart Manufacturing Training System for Practice Experience","authors":"Naichang Dai,&nbsp;Haifeng Chen","doi":"10.1002/cae.70079","DOIUrl":"https://doi.org/10.1002/cae.70079","url":null,"abstract":"<div>\u0000 \u0000 <p>Intelligent manufacturing training rooms are pivotal for translating theoretical knowledge into practical applications and enhancing operational skills. To address the limitations of traditional teaching models—specifically their inability to facilitate large-scale, complex, or high-risk professional experiments, which result in insufficient comprehensive practical training for students—this study introduces an augmented reality (AR)-based intelligent manufacturing comprehensive teaching and training system (AR-IMCTTS). The system establishes an integrated framework for teaching, hands-on practice, and assessment, enabling students to master the knowledge and production processes of intelligent manufacturing equipment comprehensively. Three aspects of experimental verification were conducted. First, questionnaire results indicate that students widely acknowledge the system's effectiveness in deepening their understanding of IM equipment operations and improving practical skills. Second, quantitative data reveal that students using AR-IMCTTS achieved an average score increase of 10.82% compared to traditional teaching methods. Third, results demonstrate that the hybrid approach of traditional education and AR-IMCTTS significantly enhances participants' learning motivation and practical knowledge retention. Through interactive engagement with virtual objects in AR environments, students develop a profound grasp of experimental equipment. Simultaneously, the experimental group's increased practice opportunities boost learning confidence and reduce cognitive load.</p>\u0000 </div>","PeriodicalId":50643,"journal":{"name":"Computer Applications in Engineering Education","volume":"33 5","pages":""},"PeriodicalIF":2.2,"publicationDate":"2025-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144998800","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":"Virtual Laboratory for Control Education Using a Solar Collector Field System","authors":"Igor M. L. Pataro,&nbsp;Juan D. Gil,&nbsp;José L. Guzmán,&nbsp;Manuel Berenguel","doi":"10.1002/cae.70077","DOIUrl":"https://doi.org/10.1002/cae.70077","url":null,"abstract":"<p>New educational tools have emerged as innovative approaches that boost student engagement and facilitate a deeper understanding of complex subjects. Focusing on progressing in control engineering education, this study presents the development of a Virtual Lab (VL) designed to teach foundational and advanced concepts in process control. The VL uses a Solar Collector Field (SCF) system as a case study to integrate key topics in control engineering subjects, such as system modeling, Proportional, Integral, and Derivative (PID) control, predictive control, feedforward strategies, and nonlinear control approaches. The proposed system is versatile, which enriches the student experience through widely customizable and realistic simulations. The simulated system, characterized by nonlinear dynamics, time delays, and solar irradiance disturbances, offers students a hands-on learning environment for control system design and analysis. Built using the Easy JavaScript Simulation platform, the SCF VL features an intuitive interface that enhances student engagement. The SCF VL, freely accessible online and on any device (computer, tablet, or smartphone), is a versatile resource for promoting deep understanding and practical skills in control engineering education.</p>","PeriodicalId":50643,"journal":{"name":"Computer Applications in Engineering Education","volume":"33 5","pages":""},"PeriodicalIF":2.2,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/cae.70077","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144923523","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":"Edge-AI Driven Gamification in Engineering Education for Improving Student Engagement","authors":"Kiran Deep Singh,&nbsp;Prabh Deep Singh","doi":"10.1002/cae.70076","DOIUrl":"https://doi.org/10.1002/cae.70076","url":null,"abstract":"<div>\u0000 \u0000 <p>Improving student engagement in engineering education is crucial for better learning outcomes. Engineering education integrates the latest technologies with gamification that fosters student engagement in innovative learning. Gamification involves incorporating game design elements, making learning more interactive and motivating. This paper explores gamification to transform engineering education, improving students' participation, understanding, and overall learning outcomes. Combining Edge computing with artificial intelligence will enhance the gamification of education by addressing two primary challenges: real-time interaction and personalized service. An Edge-AI-driven gamification framework is proposed for improving student engagement through interactive tools like educational games, quizzes, and competitive learning environments. An algorithm related to the Edge-AI Gamification Optimizer is proposed to improve the overall performance. Results show that the proposed framework improves student engagement by nearly 51%, performance by 30.7% and reduces cognitive load by 57%. A comparative study with traditional learning approaches shows that AI-based gamification significantly enhances knowledge retention, boosts collaborative learning, increases student motivation, and, through statistical analysis, demonstrates a validated increase in student engagement over conventional methods. Future studies will investigate the extendability of this framework to different fields of engineering and learning environments. The proposed framework has the potential to transform educational practices by providing personalized, interactive, and motivating learning experiences, leading to better educational outcomes. Future research could explore broader applications and long-term impacts of Edge-AI-driven gamification.</p>\u0000 </div>","PeriodicalId":50643,"journal":{"name":"Computer Applications in Engineering Education","volume":"33 5","pages":""},"PeriodicalIF":2.2,"publicationDate":"2025-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144918837","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":"Teaching and Assessing Abstraction in K-12 Computational Thinking Education: A Systematic Literature Review","authors":"Annika Oser,&nbsp;Bernhard Standl","doi":"10.1002/cae.70073","DOIUrl":"https://doi.org/10.1002/cae.70073","url":null,"abstract":"<p>Abstraction is widely regarded as a fundamental skill in Computational Thinking (CT). However, the limited proficiency in abstraction demonstrated by undergraduate students when addressing algorithmic problems has prompted calls from researchers to explicitly integrate discussions on abstraction into early Computer Science education. This study employs a systematic PRISMA literature review to examine methodological approaches to teaching and assessment methods for abstraction in K-12 CT education research. The findings reveal significant inconsistencies in how abstraction is conceptualized and operationalized within CT and highlight a scarcity of qualitative rubrics for its assessment. To address these gaps, the review identifies effective methods and contexts for embedding and evaluating abstraction in both research and practice. Building on these insights, we propose a novel computational problem-solving framework that integrates vertical and horizontal dimensions of abstraction, offering a comprehensive structure to guide teaching and assessment. The paper concludes with recommendations for enhancing the pedagogy of abstraction in K-12 CT settings and outlines directions for future research.</p>","PeriodicalId":50643,"journal":{"name":"Computer Applications in Engineering Education","volume":"33 5","pages":""},"PeriodicalIF":2.2,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/cae.70073","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144881383","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":"A Systematic Review of Technology-Enhanced Learning Approaches to Foster Construction Engineering and Management Competencies","authors":"Raissa Marchiori,&nbsp;Siyuan Song,&nbsp;Jewoong Moon,&nbsp;David Awoyemi,&nbsp;Arezoo Ghooreian,&nbsp;Erfan Ramenzapour","doi":"10.1002/cae.70074","DOIUrl":"https://doi.org/10.1002/cae.70074","url":null,"abstract":"<div>\u0000 \u0000 <p>Technology-Enhanced Learning (TEL) has been integrated into construction engineering and management (CEM) education, offering innovative tools to improve both technical and soft skills. However, the effectiveness and scope of these technologies in addressing critical competencies have not been explored. This systematic review evaluated the current use of TEL in developing competencies in CEM education, with a focus on understanding which competencies and TEL are most frequently addressed, the learning assessment used, and the challenges on applying TEL. Following the systematic review, this study adhered to a five-step process: developing research questions, cataloging research articles, appraising the quality of the literature, synthesizing insights, and acknowledging limitations. Data was synthesized from 28 studies published between 2013 and 2023. The findings reveal a predominant focus on hard skills, particularly in safety training and project management, with limited attention to soft skills. Immersive environments like Virtual Reality and Building Information Modeling are the most commonly used TEL tools. Additionally, while instructors employ both formative and summative assessments, they often refrain from using TEL due to a lack of knowledge in utilizing these technologies and the high investment required. Future research should explore training both students and instructors to overcome the lack of knowledge regarding TEL and to develop adaptive assessment methods that equally emphasize both technical and soft skills. Expanding the use of emerging technologies like Artificial Intelligence and the Internet of Things could further enhance the effectiveness of TEL in CEM education.</p>\u0000 </div>","PeriodicalId":50643,"journal":{"name":"Computer Applications in Engineering Education","volume":"33 5","pages":""},"PeriodicalIF":2.2,"publicationDate":"2025-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144861926","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":"Game-Based Learning in Mobile Robotics: Teaching ROS2 Through a Competitive Game","authors":"Cipriano Galindo,&nbsp;Javier Monroy","doi":"10.1002/cae.70071","DOIUrl":"https://doi.org/10.1002/cae.70071","url":null,"abstract":"<div>\u0000 \u0000 <p>Robotics is a discipline gaining in relevance in the last decades. Although it becomes appealing for students, undergraduate courses related to robotics involve certain mathematical and programming skills that usually discourage students. In addition, teaching techniques followed by instructors largely affect the engagement of students and thus their academic results. A well-studied way to overcome this situation is applying the so-called <i>Learning through play</i> paradigm in the form of game-based learning (GBL), which considers games to improve the learning experience. In this study, we leverage an ad hoc computer video game to increase the students' engagement and marks in an undergraduate course of robot programming using the robotic framework ROS2 and the 3D simulator CoppeliaSim. The experience was conducted on the academic year 2024/2025 when 45 students enrolled the course. The results have been evaluated using questionnaires and statistical comparison with the previous 4 academic years.</p>\u0000 </div>","PeriodicalId":50643,"journal":{"name":"Computer Applications in Engineering Education","volume":"33 5","pages":""},"PeriodicalIF":2.2,"publicationDate":"2025-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144811253","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":"Python-Powered Structural Analysis: Modeling and Solving 2D Truss Systems With the “Anastruct” Module","authors":"Pankaj Dumka,&nbsp;Dhananjay R. Mishra,&nbsp;Rishika Chauhan,&nbsp;Nitesh Pandey","doi":"10.1002/cae.70072","DOIUrl":"https://doi.org/10.1002/cae.70072","url":null,"abstract":"<div>\u0000 \u0000 <p>This article presents an efficient approach for modeling and solving the planar trusses using the “anastruct” module which is a specialized Python library for analysing the structures. By using this existing tool, the procedure automates the tiresome manual calculations, thereby enabling precise determination of the axial forces within the truss members under various loading and boundary conditions. To evaluate the effectiveness of the module, five typical truss problems of increasing complexity were solved, demonstrating its applicability to both academic learning and practical engineering tasks. It has been observed that in all the cases the “anastruct” has given result which are precisely aggreging with the existing literature. A pilot study on 30 structural analysis students revealed the “anastruct” tool's visualization and calculation benefits, but highlighted a need for more stiffness matrix documentation. This study highlights the adaptability of Python for the structural analysis and provides a foundation for incorporating advanced functionalities like nonlinear behavior and dynamic analysis in future studies thus laying the groundwork for further advancements in structural modeling and analysis automation. The pedagogical importance of this tool has also been discussed which will offer an actionable insight for the educators and the people engaged in the development of the curriculum.</p></div>","PeriodicalId":50643,"journal":{"name":"Computer Applications in Engineering Education","volume":"33 5","pages":""},"PeriodicalIF":2.2,"publicationDate":"2025-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144811254","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":"Development of a Real-Time Monitoring Sensor Box for the Purpose of Chemistry Lab Usage","authors":"Molnár Ákos-Sándor,&nbsp;Barabás Réka","doi":"10.1002/cae.70070","DOIUrl":"https://doi.org/10.1002/cae.70070","url":null,"abstract":"<p>This study presents a sensor box designed to conduct scientific research and to motivate other young students in a chemistry university environment to learn about sensors and their usefulness. The main focus of this study is on the usability and designs of this particular sensor box that we developed using accessible components: a Raspberry Pi 5, an Arduino Uno, and DFRobot's Pro sensors for temperature, conductivity and pH measurements along with developing the necessary software to conduct these measurements in the most convenient way, which includes creating a GUI, a data saving script, and automating the measurement process. To test the functionality of this sensor box, we utilized it to monitor hydroxyapatite (HAP) formation reaction to observe the changes in conductivity and pH throughout the process.</p>","PeriodicalId":50643,"journal":{"name":"Computer Applications in Engineering Education","volume":"33 5","pages":""},"PeriodicalIF":2.2,"publicationDate":"2025-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/cae.70070","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144782456","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}