Computer Applications in Engineering Education最新文献

{"title":"Integrating Computational Design Optimization Into Architectural Design Pedagogy—An Experimental Course for Performance-Based Building Design Optimization and Exploration","authors":"Likai Wang,&nbsp;Rudi Stouffs,&nbsp;Patrick Janssen","doi":"10.1002/cae.70028","DOIUrl":"https://doi.org/10.1002/cae.70028","url":null,"abstract":"<div>\u0000 \u0000 <p>This paper presents an experimental course focusing on computational design optimization for performance-based building design exploration in a newly developed course for second-year architectural students. The course uses a hybrid design system combining a parametric design tool with a cloud-based design evaluation server. The system allows students with no prior parametric modelling skills to conduct a series of performance-based design optimizations and subsequently extract knowledge regarding the interrelation between design performance and building form. The use of this system allows concepts, such as performance-based design optimization and design space exploration, to be integrated into the teaching of this 6-week course for more than 200-year two students. Throughout the course, students were able to conduct systematic design exploration assisted by computational design optimization and synthesize the knowledge obtained from the optimization into their design process. The paper showcases examples from students' coursework along with their reflections after utilizing the system in their design task. The analysis of these outcomes demonstrates how this course can enhance early-year students' understanding of the value and utility of performance-based design optimization in architectural practice. With the demonstrated coursework outcomes and students' reflections, the implication of this course to computational design teaching is discussed. Additionally, two key limitations are identified: the difficulties some students encounter in applying knowledge gained from optimization to the design process and the lack of transparency concerning the mechanisms of evolutionary optimization due to inadequate technical details provided.</p>\u0000 </div>","PeriodicalId":50643,"journal":{"name":"Computer Applications in Engineering Education","volume":"33 3","pages":""},"PeriodicalIF":2.0,"publicationDate":"2025-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143778451","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":"Serious Games in Engineering Education: Assessing Novelty Effects and the Influence of Prior Gaming Experience","authors":"Laura Romero Rodríguez,&nbsp;Alberto Sánchez-Alzola,&nbsp;Alejandro Salazar","doi":"10.1002/cae.70021","DOIUrl":"https://doi.org/10.1002/cae.70021","url":null,"abstract":"<div>\u0000 \u0000 <p>This study explores the implementation of two serious Role-Playing Game video games in engineering education, focusing on their novelty effects, impact on academic performance, and the role of prior gaming experience. Factors such as student perception of usefulness, game fun level, or motivation are considered. The games were integrated into an engineering course at the University of Cádiz (Spain) during the 2022/2023 academic year, with feedback collected from 288 students who played the first game and 252 who played the second. Results showed no significant novelty effects between new and repeating students. However, a comparison with feedback from students who had played earlier versions of the games indicated a decrease in perceived fun and overall ratings, suggesting a potential novelty effect due to prior exposure to these specific games. Despite this, motivation levels remained high, with most students reporting increased motivation and a reduction in the perceived complexity of the subject after playing. The games also positively impacted academic performance, as students who played them achieved higher scores. Additionally, general prior gaming experience did not significantly affect the games' impact, indicating their suitability for both experienced gamers and nongamers alike.</p>\u0000 </div>","PeriodicalId":50643,"journal":{"name":"Computer Applications in Engineering Education","volume":"33 3","pages":""},"PeriodicalIF":2.0,"publicationDate":"2025-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143778408","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":"Metaverse Impact and Trends in Sustainable Integration of Immersive Technologies in Education","authors":"Dipima Buragohain,&nbsp;Yahui Meng,&nbsp;Sushank Chaudhary","doi":"10.1002/cae.70024","DOIUrl":"https://doi.org/10.1002/cae.70024","url":null,"abstract":"<div>\u0000 \u0000 <p>The COVID-19 pandemic situation has brought a significant transition to education mechanisms across academic institutions, particularly leading to the integration of immersive technologies like metaverse in teaching and learning practices. The current study aims to examine the impact of immersive technologies while exploring how such technologies can influence the academic experience for educators and learners. It seeks to provide insights into the potential trends of metaverse and other immersive technologies in academic innovations and interdisciplinary research in the present and future educational systems. It employs a systematic research approach to investigate the impact of advanced digital learning and immersive technologies on the current education systems. The study collects relevant literature through Google Scholar, IEEE, and Scopus databases using the PRISMA guidelines and further evaluates them using the MMAT tool. Findings highlight the transformative effects of advanced digital learning and immersive technologies in the education sector for both educators and learners.</p>\u0000 </div>","PeriodicalId":50643,"journal":{"name":"Computer Applications in Engineering Education","volume":"33 3","pages":""},"PeriodicalIF":2.0,"publicationDate":"2025-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143749329","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 and Augmented Reality in Higher Engineering Education: A Systematic Literature Review","authors":"Shuai Yuan,&nbsp;Huan Huang,&nbsp;Linjing Wu","doi":"10.1002/cae.70022","DOIUrl":"https://doi.org/10.1002/cae.70022","url":null,"abstract":"<div>\u0000 \u0000 <p>Over the last few decades, many studies have explored the uses of virtual reality (VR) or augmented reality (AR) in different disciplines and examined their effects on learning. However, the effectiveness of the uses of VR and AR on students' learning is still inconclusive, and the uses and effects of VR or AR within the specific domain of higher engineering education have not been explored in extensive detail. The aim of this article is to systematically examine the overall effect of the uses of VR and AR in higher engineering education on different learning outcomes by meta-analyzing the results of 35 comparative studies from 24 high-quality journal papers published between 2013 and 2023. The results indicated that the uses of VR and AR in higher engineering education have a medium positive overall effect on cognitive outcomes (<i>g</i> = 0.60, <i>p</i> &lt; 0.01), have a large positive overall effect on psychomotor outcomes (<i>g</i> = 1.67, <i>p</i> &lt; 0.01), and have a small positive effect on affective outcomes (<i>g</i> = 0.30, <i>p</i> &lt; 0.01). Furthermore, both the type of VR/AR technology and the engineering subdiscipline don't influence the effectiveness of VR/AR applications that were used. Such results provided empirical evidence for teachers and policymakers to adopt VR and AR in higher engineering education.</p>\u0000 </div>","PeriodicalId":50643,"journal":{"name":"Computer Applications in Engineering Education","volume":"33 3","pages":""},"PeriodicalIF":2.0,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143749379","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 for Collaborative Design Review and Learning in Hydrogen Vehicle Architecture","authors":"Curzio Pagliari,&nbsp;Edoardo Pignatelli,&nbsp;Leonardo Frizziero","doi":"10.1002/cae.70015","DOIUrl":"https://doi.org/10.1002/cae.70015","url":null,"abstract":"<p>Virtual reality (VR) technologies have shown significant potential in enhancing the automotive design process by providing immersive, interactive, and collaborative environments for reviewing complex vehicle architectures. Traditional CAD models and physical prototypes often struggle to offer the flexibility needed for rapid iteration and spatial understanding, especially for systems such as hydrogen-powered commercial vehicles. This study aims to develop a VR platform to improve the collaborative review of the internal architecture of a hydrogen-powered commercial vehicle, specifically focusing on the spatial arrangement and interaction of critical components such as hydrogen tanks, fuel cells, and batteries. The goal is to enhance design processes, reduce iteration costs, and improve spatial understanding and decision-making within automotive teams. The VR environment was built using Unity 3D and optimized for mobile VR platforms, incorporating features such as interactive component manipulation, dual locomotion modes (teleportation and free movement), and real-time collaboration. The platform was tested with a range of users, including automotive professionals and students, to evaluate its usability, performance, and impact on spatial understanding and user engagement. User feedback demonstrated high levels of satisfaction, with 85% of participants reporting improved spatial understanding, 80% preferring VR over traditional CAD tools, and 90% noting increased engagement. The VR platform enabled faster completion of assembly tasks (40% faster than traditional methods) and improved collaborative decision-making. However, challenges such as system performance issues, motion sickness, and a steep learning curve were reported by some users, particularly nontechnical users. The VR platform developed in this study significantly advanced the collaborative and immersive review of automotive designs, offering tangible benefits in terms of engagement, spatial comprehension, and design iteration efficiency. While there were limitations related to hardware requirements and user accessibility, the results highlight the transformative potential of VR in automotive design and education. Future work will focus on performance optimization, AR integration, and improving usability for nontechnical users.</p>","PeriodicalId":50643,"journal":{"name":"Computer Applications in Engineering Education","volume":"33 3","pages":""},"PeriodicalIF":2.0,"publicationDate":"2025-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/cae.70015","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143741448","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":"Exploring the Pedagogical Implications of Virtual Labs: A Case Study of the Ward Design Project","authors":"Maryam Sharifkhani,&nbsp;Jonathan Davidson,&nbsp;Christian Walsh,&nbsp;Jan Evans-Freeman,&nbsp;Cheryl Brown,&nbsp;Kathryn MacCallum","doi":"10.1002/cae.70016","DOIUrl":"https://doi.org/10.1002/cae.70016","url":null,"abstract":"<p>Virtual labs (VLs) are increasingly transforming education, replacing or supplementing traditional labs in response to technological advances and remote learning demands. This study explores how adopting 3D VLs, <i>Ward Design</i> in our case, affects lecturers' teaching and students' learning experiences, focusing on areas like engagement, contextual learning, and collaborative learning. In this study, we draw on Dalgarno and Lee's model for virtual learning environments (VLEs) as the framework for our analysis. Qualitative research methods informed our exploration. Findings reveal VLs' positive impact on diverse 'Learning Benefits'. VLs can significantly enhance student engagement by offering an interactive and self-paced learning experience. Additionally, VLs provided opportunities for contextual learning, enabling students to apply skills in realistic, virtual settings. However, limitations in replicating collaborative learning and organic, real-world exploration within virtual environments were noted. The study also highlighted various challenges associated with cognitive load, such as the unfamiliarity of the technology, technical difficulties, and discomfort with VR tools, all of which at times hindered the learning experience. Our findings suggest that combining VLs with physical field trips could optimise the learning experience, addressing these limitations. This study contributes to the understanding of VLs' potential and challenges in education, informing their effective implementation to enhance teaching and learning.</p>","PeriodicalId":50643,"journal":{"name":"Computer Applications in Engineering Education","volume":"33 3","pages":""},"PeriodicalIF":2.0,"publicationDate":"2025-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/cae.70016","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143741555","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":"UnrealMentor GPT: A System for Teaching Programming Based on a Large Language Model","authors":"Hongli Zhu,&nbsp;Jian Xiang,&nbsp;Zhichuang Yang","doi":"10.1002/cae.70023","DOIUrl":"https://doi.org/10.1002/cae.70023","url":null,"abstract":"<div>\u0000 \u0000 <p>This paper introduces UnrealMentor GPT, a multiagent debugging framework that combines advanced large language model (LLM) capabilities with a dynamically updated knowledge base. Systems incorporating this framework are used in programming courses for university computer-related majors. This teaching system based on Generative Pre-training (GPT) technology guides students through a hierarchical learning process using multiple specialized agents (syntax checking, algorithm analysis, optimization) and retrieval-augmented generation (RAG). Experimental results based on the effectiveness of undergraduate courses show that students spend less time debugging code in the course, the accuracy of solutions is improved, and the overall learning efficiency is significantly enhanced. Subsequent surveys on teaching effectiveness also showed that students were satisfied with the learning process. Feedback from surveys of relevant teaching staff indicated that the system can simplify the error correction process and deepen students' understanding of concepts. However, there are some limitations to the current research, including the small sample size and short intervention time, which limits the application scenarios of the system. Future research will focus on expanding the participating groups, exploring cross-language applicability, and conducting longitudinal experiments to verify the effectiveness of UnrealMentor GPT in various educational environments.</p>\u0000 </div>","PeriodicalId":50643,"journal":{"name":"Computer Applications in Engineering Education","volume":"33 3","pages":""},"PeriodicalIF":2.0,"publicationDate":"2025-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143741512","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":"Students' Test Anxiety and Performance in Introductory Programming: Do Exam and Assessment Modalities Play a Role?","authors":"Bojan Tomić,&nbsp;Tatjana Stojanović,&nbsp;Ilija Antović,&nbsp;Miloš Milić","doi":"10.1002/cae.70026","DOIUrl":"https://doi.org/10.1002/cae.70026","url":null,"abstract":"<div>\u0000 \u0000 <p>Many students encounter programming for the first time during undergraduate studies. Programming, being different from conventional elementary and middle school subjects, maybe a source of anxiety and frustration for these students. It is already known that heightened anxiety can negatively impact test performance, that females are more test anxious than males, and that many introductory computer science courses suffer from high dropout rates. This is the second part of our two-fold study, which aims to answer whether exam and assessment modalities influence students' test anxiety and the (possible) correlation between test anxiety and performance in an introductory programming course. The research questions and most important findings are as follows: (i) female versus male students' test anxiety regarding a computer-based automatically assessed exam (female students exhibited higher levels of test anxiety than male students), (ii) test anxiety regarding a paper-based manually assessed exam versus test anxiety regarding a computer-based automatically assessed exam (test anxiety during a paper-based manually assessed programming exam was lower than the latter), (iii) general test anxiety versus test anxiety regarding a computer-based automatically assessed exam (only female students were more test anxious on a computer-based automatically assessed exam than in general), (iv) test anxiety regarding a paper-based manually assessed exam and exam score (no correlation found), and (v) test anxiety regarding a computer-based automatically assessed exam and exam score (statistically significant, moderately negative correlation found only for female students). Our findings suggest that efforts should be made toward addressing female students' test anxiety in introductory programming as their well-being and exam performance are affected the most.</p>\u0000 </div>","PeriodicalId":50643,"journal":{"name":"Computer Applications in Engineering Education","volume":"33 3","pages":""},"PeriodicalIF":2.0,"publicationDate":"2025-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143741511","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":"Fourier-Series-Based Application Modeling for Monthly Hydropower Generation","authors":"Zong-chang Yang","doi":"10.1002/cae.70025","DOIUrl":"https://doi.org/10.1002/cae.70025","url":null,"abstract":"<div>\u0000 \u0000 <p>As one classical utility for time-series analyzing, the Fourier-series (FS) technique has been widely applied in engineering applications and education. At the present digital age, it feeds the boom of computer-based simulation (CBS), which has proven to be one valuable and useful approach for offering convenient and realistic experiences in engineering and education. With an application background on modeling monthly hydropower generation, this study outlines an application-based extended teaching design utilizing CBS for the FS-related teaching in one fundamental course called “signals and systems” for engineering undergraduate students. Firstly, one finite-FS-based model is introduced for evaluating monthly hydropower generation to broaden teaching contents. Furthermore, extended applications of the proposed FS-based model including data interpolation for estimating half-monthly hydropower generation and quasiperiodic signal identification for monthly hydropower generation are proposed to promote study interests and broaden horizons. Related electronic &amp; electrical engineering education and applications may benefit from the proposed method.</p>\u0000 </div>","PeriodicalId":50643,"journal":{"name":"Computer Applications in Engineering Education","volume":"33 2","pages":""},"PeriodicalIF":2.0,"publicationDate":"2025-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143698769","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":"Improving the Transfer Pipeline Through STEM Scholarships: Is It More Than Just the Money?","authors":"Dean T. Spaulding,&nbsp;Jelane A. Kennedy,&nbsp;Ingrid Russell,&nbsp;Stanislav Kurkovsky","doi":"10.1002/cae.70017","DOIUrl":"https://doi.org/10.1002/cae.70017","url":null,"abstract":"<div>\u0000 \u0000 <p>While the importance of financial support cannot go without notice, the purpose of this study was to determine, in addition to graduation rates, whether there were any additional outcomes associated with 57 students from two cohorts who started in a scholarship program in Fall 2018 and 2019. The sample consisted of 60% computer science majors and 40% Physics or mathematics majors. Out of the 57 scholars, 44 or (77%) graduated with their 4-year degree. In addition to graduation rates, scholars also reported the program increased their ability to make connections with faculty and students who they otherwise would not have; improved many soft skills associated with academic and professional success; and supported them in making connections to professionals in the industry. All scholars reported they would recommend the program to a friend. Overall, institutions of higher education should consider implementing these programs to increase student persistent and graduation in STEM and STEM-related fields; however, institutions should also recognize that they may be competing with other programs already existing within their institution both at 4-year and 2-year colleges.</p>\u0000 </div>","PeriodicalId":50643,"journal":{"name":"Computer Applications in Engineering Education","volume":"33 2","pages":""},"PeriodicalIF":2.0,"publicationDate":"2025-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143690070","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}