Computer Applications in Engineering Education最新文献

{"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}

{"title":"Deploying Open Source Acausal Modelling Software in Teaching Vehicle Dynamics Course","authors":"A. J. D. Nanthakumar,&nbsp;M. Leenus Jesu Martin,&nbsp;R. Rajendran","doi":"10.1002/cae.70013","DOIUrl":"https://doi.org/10.1002/cae.70013","url":null,"abstract":"<div>\u0000 \u0000 <p>The present day economic scenario and market conditions has necessitated the importance of Science, Technology, Engineering and Mathematics (STEM) education to be industry oriented and interdisciplinary. This requires a rigorous curriculum coupled with pro active engagement of student learners. The engineering industry has adopted modelling and simulation technique for many of the apparent benefits including less time to market and reduced product development costs. In such a state of affairs, STEM courses pertaining to modelling and simulation are quintessential. The presented paper explains about the pedagogical exercise carried over in the Vehicle Dynamics course conducted for the final year Automobile Engineering students. The students were introduced to Acausal modelling approach for two fundamental exercises—single degree of freedom system, quarter car model—conducted for the laboratory sessions of the Vehicle dynamics course. The acausal modelling approach was compared with causal modelling approach which had been the widely deployed modelling technique. Matlab Simulink software was utilized for causal modelling and the open source platform OpenModelica was utilized for acausal modelling. Simulink/Simscape library was also utilized for comparison. The modelling time has reduced by 20%–37.5% for single degree of freedom system and by 10%–60% for quarter car model in acausal modelling approach. Most of the students agreed in a survey about the ease and simplicity when using acausal modelling technique when compared with causal modelling technique.</p>\u0000 </div>","PeriodicalId":50643,"journal":{"name":"Computer Applications in Engineering Education","volume":"33 2","pages":""},"PeriodicalIF":2.0,"publicationDate":"2025-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143646169","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":"Enhancing Project-Based Manufacturing Education With Integrated Engineering Software Tools","authors":"Gangjian Guo","doi":"10.1002/cae.70012","DOIUrl":"https://doi.org/10.1002/cae.70012","url":null,"abstract":"<div>\u0000 \u0000 <p>This paper explores the enhancement of project-based manufacturing education through the integration of advanced engineering software tools and hands-on fabrication practices. The curriculum strategically combines computer-aided design, moldflow simulation, and Mastercam with practical experiences such as computer numerical control milling and injection molding to provide students with a comprehensive understanding of the product development process. These tools bridge the gap between theoretical concepts and real-world applications, enabling students to design, simulate, manufacture, and optimize products effectively. A semester-long project serves as the cornerstone of the course, fostering critical thinking, problem-solving, and decision-making skills. To assess the impact of the course, a mixed-methods research design was employed, incorporating student performance data, feedback surveys, and statistical analysis. The results indicate that integrating engineering software tools with hands-on projects not only equips students with industry-relevant skills but also enhances their ability to meet professional engineering standards, as outlined by ABET accreditation criteria. This study provides valuable insights into the effectiveness of project-based learning and contributes to the broader discourse on engineering education methodologies. Additionally, a detailed literature review situates this work within the existing research landscape, highlighting its unique contributions and addressing gaps in educational practice.</p>\u0000 </div>","PeriodicalId":50643,"journal":{"name":"Computer Applications in Engineering Education","volume":"33 2","pages":""},"PeriodicalIF":2.0,"publicationDate":"2025-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143633040","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":"Measuring the Impact of Web-Based Educational Tools on Enhancing Student Learning Indicators in Programming Skills, Computational Thinking, and Problem-Solving","authors":"Mohammed Yahya Alghamdi","doi":"10.1002/cae.70011","DOIUrl":"https://doi.org/10.1002/cae.70011","url":null,"abstract":"<div>\u0000 \u0000 <p>E-learning technologies now dominate education transformation, including programming education, which requires practical activities and immediate feedback. However, several students find difficulties in learning through traditional instructional methods because these methods fail to create full student engagement and advanced, concept-specific assistance. This study explores how web-based educational tools, particularly e-learning platforms, serve to develop computational thinking and problem-solving abilities of IT diploma students at Al-Baha University. Students participated in an experimental research design in which they were divided into two groups. One group used e-learning tools while the other followed traditional classroom teaching. Student performance data were measured by pre-tests and post-tests combined with surveys that assessed students' problem-solving abilities. Computational thinking abilities along with problem-solving skills and academic performance levels improved more in the experimental group than in the control group because their pass rates increased notably. The experimental group students delivered superior results for Learning Gain and Approving Gain because their programming concepts comprehension increased in addition to improved academic achievements. Students in the experimental group felt more satisfied with better involvement due to their contact with interactive e-learning methods. Interactive web-based education enables students to improve their academics along with their motivation because these educational methods deliver flexible effective learning experiences. Through its findings the study advances e-learning benefits knowledge in higher education and provides concrete suggestions to integrate interactive technology into IT programming education.</p>\u0000 </div>","PeriodicalId":50643,"journal":{"name":"Computer Applications in Engineering Education","volume":"33 2","pages":""},"PeriodicalIF":2.0,"publicationDate":"2025-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143513491","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":"Haptic Technology Interaction Framework in Engineering Learning: A Taxonomical Conceptualization","authors":"Ivan Mutis,&nbsp;Marina Oberemok","doi":"10.1002/cae.70009","DOIUrl":"https://doi.org/10.1002/cae.70009","url":null,"abstract":"<p>Innovative technology helps students foster creative thinking and problem-solving abilities by augmenting human sensing and enriching input and output information. New technology can incorporate haptic sensing features—a sensing modality for user operations. Learning with haptic sensing features promises new ways to master cognitive and motor skills and higher-order cognitive reasoning tasks (e.g., decision-making and problem-solving). This study conceptualizes haptic technology within the human-technology interaction (HTI) framework. It aims to investigate the components of haptic systems to define their impact on learning and facilitate understanding of haptic technology, including application development to ease entry barriers for educators. The research builds a haptic HTI framework based on a systematic literature review on haptic applications in engineering learning over the last two decades. The review utilizes the SALSA methodology to analyze relevant studies comprehensively. The framework outcome is a haptic HTI taxonomy to build visual representations of the explicit connection between the taxonomy components and practical educational applications (by means of heatmaps). The approach led to a robust conceptualization of HTI into a taxonomy—a structured framework encompassing categories for interaction modalities, immersive technologies, and learning methodologies in engineering education. The model assists in understanding how haptic feedback can be utilized in learning with technology experiences. Applying haptic technology in engineering education includes mastering fundamental science concepts and creating customized haptic prototypes for engineering processes. A growing trend focuses on wearable haptics, such as gloves and vests, which involve kinesthetic movement, fine motor skills, and spatial awareness—all fostering spatial and temporal cognitive abilities (the ability to effectively manage and comprehend significant amounts of <i>spatial</i> (how design components or resources are related to one another in the 3D space) and <i>temporal</i> (the logic in a process, such as the order, sequences, and hierarchies of the resources information). The haptic human-technology interaction (H-HTI) framework guides future research in developing cognitive reasoning through H-HTI, unlocking new frontiers in engineering education.</p>","PeriodicalId":50643,"journal":{"name":"Computer Applications in Engineering Education","volume":"33 2","pages":""},"PeriodicalIF":2.0,"publicationDate":"2025-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/cae.70009","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143475635","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":"Enhancing the Learning Process in Structural Dynamics Through Jupyter Notebooks: A Project-Based Learning Approach","authors":"Diego Francisco Ledezma-Ramírez","doi":"10.1002/cae.22814","DOIUrl":"https://doi.org/10.1002/cae.22814","url":null,"abstract":"<div>\u0000 \u0000 <p>Numerical simulation is nowadays an essential tool for different engineering disciplines, and in the case of mechanical vibrations and structural dynamics, it finds several important applications not only in theoretical approaches but also in virtual experiments and data analysis. However, most of the commercial applications are expensive or limited for student use, and as a result, open source and free alternatives have become popular in academia. Jupyter is an open-source project that allows for the creation of interactive notebooks using Python, which is a powerful learning tool for engineering learning. In this paper, a new strategy for the course of structural dynamics is discussed, implementing the use of Jupyter notebooks, considering topics such as signal analysis, and free and forced vibration of systems with one and several degrees of freedom, among others. These notebooks combine background theory, text, images, and interactive code. Apart from being used as a learning tool with provided examples, the students are encouraged to use this tool to develop their reports in an integrative project. The description of the process and case study is presented, and the student learning process is assessed through anonymous surveys, demonstrating a great level of engagement and motivation resulting from the implementation of the strategy.</p>\u0000 </div>","PeriodicalId":50643,"journal":{"name":"Computer Applications in Engineering Education","volume":"33 2","pages":""},"PeriodicalIF":2.0,"publicationDate":"2025-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143466216","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}