Computer Applications in Engineering Education最新文献

{"title":"Subject: Join Us in Making CAE's 35th Anniversary Special Issue a Landmark Publication","authors":"Magdy F. Iskander","doi":"10.1002/cae.70051","DOIUrl":"https://doi.org/10.1002/cae.70051","url":null,"abstract":"","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":"144085351","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":"Exploring Large Language Models Integration in Higher Education: A Case Study in a Mathematics Laboratory for Civil Engineering Students","authors":"Nikolaos Matzakos,&nbsp;Maria Moundridou","doi":"10.1002/cae.70049","DOIUrl":"https://doi.org/10.1002/cae.70049","url":null,"abstract":"<p>This study investigates the integration of large language models (LLMs) alongside computer algebra systems (CAS) in a mathematics laboratory for civil engineering students, examining their combined impact on problem-solving and inquiry-driven learning. The intervention was designed using the integrate LLMs alongside CAS (ILAC) approach, which structures the inquiry process into key phases, guiding students through exploration, hypothesis testing, and solution validation. Six structured activities were implemented and assessed using quantitative and qualitative methods. Findings reveal that LLMs enhanced conceptual understanding, clarified methodologies, and assisted with command syntax, while CAS ensured computational accuracy and result validation. Many students critically cross-verified LLM-generated results with CAS, though some relied solely on LLMs, highlighting the need for better guidance on tool usage. While LLMs fostered engagement, skepticism remained regarding their ability to address deeper mathematical deficiencies. The intervention led to moderate improvements in students' familiarity with AI tools, though its short duration and the use of general-purpose LLMs limited perceived usefulness. To maximize educational benefits, future implementations should consider longer interventions, advanced training in prompt engineering, and tailored AI solutions.</p>","PeriodicalId":50643,"journal":{"name":"Computer Applications in Engineering Education","volume":"33 3","pages":""},"PeriodicalIF":2.0,"publicationDate":"2025-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/cae.70049","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143949770","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":"Exploration and Application of Project-Based Teaching Integrating Scientific Research Achievements in Electronic Comprehensive Design Course","authors":"Hongxing Ma,&nbsp;Lin Li,&nbsp;Yun Ma,&nbsp;Xuan Liu,&nbsp;Shanglin Yang","doi":"10.1002/cae.70047","DOIUrl":"https://doi.org/10.1002/cae.70047","url":null,"abstract":"<div>\u0000 \u0000 <p>Effective teaching content design, implementation methods, and a scientifically rigorous evaluation system are essential for cultivating students' innovative practical abilities and enhancing teaching quality in the electronic comprehensive design course. Addressing the challenge of ineffective integration between theory and practice in the undergraduate electronic engineering in Chinese universities, this study leverages the framework of engineering education certification to explore a project-based teaching model that integrates scientific research achievements into the electronic comprehensive design course. This study aims to solve the key limitations of traditional project-based teaching, specifically its disconnect from cutting-edge technology and lack of dynamic feedback, by constructing a “research feedback teaching” mechanism. A three-dimensional screening framework—comprising technical feasibility, teaching adaptability, and social demand correlation—is developed to decompose complex scientific research projects into progressive teaching tasks that span basic skills, unit design, and system engineering, thereby enabling a comprehensive, full-process electronic design practice. To ensure effective assessment, the study integrates process-oriented (45%), outcome-oriented (45%), and innovative-driven (10%) evaluation methods, complemented by inter-group peer assessments, multi-party reviews, and user experience feedback. This approach establishes an “evaluation-feedback-improvement” loop, effectively addressing the issue of feedback delays observed in traditional CDIO and NEET models. Empirical evidence from the teaching practice between 2018 and 2020 demonstrates that the adoption of this model significantly improve students’ overall performance (average score increased from 82.73 to 85.67, <i>p</i> &lt; 0.05), and enhanced their innovative thinking and interdisciplinary problem-solving abilities by 23%. Based on these findings, this study proposes further policy recommendations, including the establishment of a dedicated fund for scientific research into teaching, the incorporation of progressive project-based learning practices into engineering certification standards, and the development of a replicable closed-loop framework for engineering education reform.</p>\u0000 </div>","PeriodicalId":50643,"journal":{"name":"Computer Applications in Engineering Education","volume":"33 3","pages":""},"PeriodicalIF":2.0,"publicationDate":"2025-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143944914","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":"Integrating Deep Learning Into Mechanical Engineering: A Systematic Review of Applications and Educational Implications","authors":"Geethika S. Kollu,&nbsp;Javeed Kittur","doi":"10.1002/cae.70048","DOIUrl":"https://doi.org/10.1002/cae.70048","url":null,"abstract":"<div>\u0000 \u0000 <p>Deep learning (DL) is reshaping mechanical engineering by offering advanced capabilities for solving complex problems, particularly in fault diagnosis, predictive maintenance, and materials science. While conventional machine learning and physics-based approaches remain prevalent, DL models provide superior performance in terms of accuracy, automation, and adaptability. This systematic review investigates trends in DL applications within mechanical engineering from 2015 to 2024. An initial search using the query “deep learning AND mechanical engineering” across seven major databases—Google Scholar, Web of Science, IEEE Xplore, ERIC, Science Direct, Compendex, and Wiley Online Library—yielded 149 articles. After applying exclusion criteria (published before 2014, non-English, short or work-in-progress papers, not DL and/or mechanical engineering focus, or conceptual papers), 49 studies were selected for in-depth analysis. The results indicate that DL models improve prediction accuracy by 10%–35% over traditional techniques across various applications, including fault detection in rotating machinery and microstructural analysis in materials engineering. Despite notable gains, challenges persist related to data availability, computational intensity, and model interpretability. This review highlights the importance of addressing these limitations and recommends future research efforts toward improving model generalization, incorporating explainable AI techniques, and optimizing DL deployment under limited-data scenarios. Furthermore, the integration of DL with Industry 4.0 technologies—such as IoT, digital twins, and cyber-physical systems—presents a promising direction for real-time, intelligent decision-making in mechanical engineering systems. This review serves as a comprehensive resource for researchers and practitioners seeking to apply or advance DL methods in mechanical engineering contexts.</p>\u0000 </div>","PeriodicalId":50643,"journal":{"name":"Computer Applications in Engineering Education","volume":"33 3","pages":""},"PeriodicalIF":2.0,"publicationDate":"2025-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143939130","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":"Where Are We in Online Project-Based Learning? Evidence From a Visualized Bibliometric Review (2013–2023)","authors":"Guyue Zhou,&nbsp;Wenting Liu,&nbsp;Songlin Guo,&nbsp;Yupeng Lin","doi":"10.1002/cae.70044","DOIUrl":"https://doi.org/10.1002/cae.70044","url":null,"abstract":"<div>\u0000 \u0000 <p>As an effective teaching methodology, online project-based learning (PBL) has been widely used in many countries and has experienced explosive growth. To evaluate the effectiveness of online PBL over the last decade, we conducted a bibliometric review using qualitative and quantitative methods to analyze research papers on online PBL during 2013–2023. Sources, organizations, and countries were examined using VOSviewer, a citation network was created using CitNetExplorer's clustering technique, and a short thematic analysis revealed the differences between online and traditional PBL, pedagogical designs, team organization, and instructors' roles. PBL applied to online classrooms was satisfactory for both students and instructors, and it promoted students' participation in classroom interactions. Key elements of online PBL included the instructor's guiding role, teamwork and management methods, and the use of artificial intelligence and virtual reality technologies. Technology was critical in promoting collaboration, critical thinking, and problem-solving. Multi-channel digital teaching methods could improve the quality of distance education. Our findings encourage future practice to promote teacher digital literacy, student subjective factors, and technological factors to improve the effectiveness of online PBL.</p>\u0000 </div>","PeriodicalId":50643,"journal":{"name":"Computer Applications in Engineering Education","volume":"33 3","pages":""},"PeriodicalIF":2.0,"publicationDate":"2025-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143919593","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":"Unveiling the Mechanisms of the Development of Students' Artificial Intelligence Application Abilities in Interdisciplinary Education","authors":"Zhizhong Xing,&nbsp;Zhijun Meng,&nbsp;Xin Zhang,&nbsp;Li Tan,&nbsp;Lin Yang,&nbsp;Xiaojun Guo,&nbsp;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}

{"title":"Differences Between Experiencing a Virtual Laboratory With a Virtual Reality Headset or a Laptop","authors":"Panu Viitaharju,&nbsp;Jarno Linnera,&nbsp;Minna Nieminen,&nbsp;Kirsi Yliniemi,&nbsp;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}

{"title":"Designing the HMI for a DC Motor Toolkit for Control Engineering Education","authors":"Vivek Kant,&nbsp;Pramod Mhaske,&nbsp;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}

{"title":"Virtual Reality Laboratory for Engineering and Material Science Immersive Learning","authors":"Beatrice Aruanno,&nbsp;Francesco Tamburrino,&nbsp;Paolo Neri,&nbsp;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}

{"title":"HyperSym: An Educational MATLAB Code for Hyperelasticity","authors":"Vinicius Oliveira Fontes,&nbsp;André Xavier Leitão,&nbsp;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}