Computer Applications in Engineering Education最新文献

{"title":"CAMPUS: A mobile app for construction processes learning and teaching in higher education","authors":"Carolina Valbuena-Bermúdez,&nbsp;Natalia E. Lozano-Ramírez,&nbsp;Alejandro Serrano-Sierra,&nbsp;César Granados-León","doi":"10.1002/cae.22739","DOIUrl":"10.1002/cae.22739","url":null,"abstract":"<p>This article presents a descriptive, correlational, and quantitative study investigating the learning processes of undergraduate construction engineering and architecture students. The study aims to analyze the effectiveness of an alternative learning method compared to traditional approaches in engineering, architecture and construction education. The study focuses on the use of a mobile application (CAMPUS Javeriana) as a tool for experiential learning by using digital technologies, such as construction videos and photos, infographic images, building information modeling (BIM) models, virtual and augmented reality, among others, within the app. Forty-six architecture students participated in the study, divided into control and experimental groups within each of three undergraduate courses. Pretest and posttest questionnaires were administered to assess the students' learning outcomes, preferences, and perception of the importance of learning technologies. The test results were analyzed using scatter plots, and statistical analysis was conducted using the Jamovi package in R Studio. The students' perceived importance of the mobile app and their preference to use it in the future were also evaluated. Contextual factors such as student characteristics, available resources, and instructors' teaching style were taken into consideration. The study implemented rubrics based on the Expected Learning Results for each course to measure the overall academic performance. Furthermore, the study explores the concept of learning gain and its relationship with the obtained results, shedding light on experiences, perceptions, and academic performance in the specific context of construction education. Findings suggest a positive impact on learning outcomes and perception as a result of using a series of multi-media technologies in the mobile application.</p>","PeriodicalId":50643,"journal":{"name":"Computer Applications in Engineering Education","volume":"32 4","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/cae.22739","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140581699","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 hybrid CAD/CAE/CAM project-based laboratory framework integrating topology optimization and laser powder bed fusion for engineering education","authors":"Mohammed Afify,&nbsp;Younes Moubachir,&nbsp;Zouhair Guennoun,&nbsp;Jamila Hassar","doi":"10.1002/cae.22745","DOIUrl":"10.1002/cae.22745","url":null,"abstract":"<p>In the era of Industry 4.0, laser-based additive manufacturing (LBAM) has gained substantial momentum in the production of complex lightweight structures in several domains such as aerospace, civil, and biomedical engineering. The increasing demand for consistent and precise manufacturing processes has urged the manufacturing industry to consider the coupling of topology optimization (TO) and laser powder bed fusion (LPBF) in the design of sophisticatedly novel topologies that are unattainable through traditional processes. Notably, this union has demonstrated a highly efficient and productive capability toward the manufacturing industry. In line with this accelerated pace, engineering programs within universities exert significant effort to revise and update their engineering curriculum design to incorporate emerging manufacturing technologies providing students with skills that are aligned with the actual industrial context. In this article, a computer-aided design (CAD)/computer-aided engineering (CAE)/computer-aided manufacturing (CAM) project-based laboratory framework is proposed combining TO and LPBF exploiting a simulation-based environment integrating CAD, CAE, and CAM. The structure of the proposed CAD/CAE/CAM design methodology is revisited to discern the added value of the newly developed framework and its particularity in assisting aerospace engineering students to meet industrial expectations. A new CAD/CAE/CAM project-based laboratory framework has been developed integrating TO and LPBF using advanced engineering tools within the aerospace engineering education.</p>","PeriodicalId":50643,"journal":{"name":"Computer Applications in Engineering Education","volume":"32 3","pages":""},"PeriodicalIF":2.9,"publicationDate":"2024-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140581962","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":"Fostering computational thinking with simulated 3D robots in secondary education","authors":"Luis Castro-San Martín,&nbsp;Raquel Hijón-Neira,&nbsp;Celeste Pizarro,&nbsp;José M. Cañas","doi":"10.1002/cae.22740","DOIUrl":"10.1002/cae.22740","url":null,"abstract":"<p>Computational Thinking (CT) can be defined as the thought processes involved in formulating problems so that their solutions can be represented as sequential steps and algorithms. It is a key skill for children in the 21st century. However, it is unclear how CT can be developed most effectively in children. Several pedagogical methodologies have been proposed and are being investigated. The main aim of this paper is to test the hypothesis which states that using three-dimensional (3D) simulated robots helps in the learning of programming and CT concepts, such as directions, loops, conditionals, and functions. The research questions are: Does this hypothesis hold true? Are some concepts easier or better learned than others and to what extent? The goal is to measure and evaluate the effect of using as a learning tool a platform with 3D simulated robots and realistic physics, and compare it with the standard Scratch learning tool which does not use robotics but a two-dimensional (2D) cartoon avatar they are already familiar with. For practical reasons, a quasiexperimental design with nonequivalent groups and 85 second-year Secondary Education students (ages 12–13) was performed. They were separated into control and experimental groups and followed a seven-session intervention with the baseline 2D Scratch and the 3D simulated robots platform, respectively. Both used a visual block programming language and the same activities. To have quantitative and reliable results, a widely accepted CT test has been used, pre- and postintervention. Also qualitative feedback is presented. The obtained results show that using the platform with simulated 3D robots significantly helps when developing students' CT. With it, the students do learn basic programming concepts and reach higher scores in the CT test. This improvement applies to all CT-analyzed concepts except in functions where the grades are maintained. Furthermore, students manage to master the activities on the 3D simulated robots platform, which reflects on the empowerment the platform has got in them.</p>","PeriodicalId":50643,"journal":{"name":"Computer Applications in Engineering Education","volume":"32 4","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/cae.22740","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140581530","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":"Effective application of operator training simulator in experiential education","authors":"Vojtěch Bělohlav,&nbsp;Tomáš Jirout,&nbsp;Miroslav Malecký,&nbsp;Tomáš Herink","doi":"10.1002/cae.22743","DOIUrl":"10.1002/cae.22743","url":null,"abstract":"<p>Connecting the chemical industry with the academic environment has created a unique opportunity to apply experiential learning in many areas of teaching. A new approach of using the existing operator training simulator, which is basically a digital twin of a new dicyclopentadiene plant, was used to educate and train students from technical universities. Using this simulator, students can gain adequate knowledge for control, process optimization, and problem solving under nonstandard operating conditions. Simulating a dynamic process in the Aspen HYSYS interface along with elements of a real industrial control system and control interface, and especially the online visualization of the results, helps students understand the physicochemical principles through their own intervention and experience of the consequences. The training simulator's ability to accurately reflect ongoing processes can be verified by students during a guided tour of a production plant. The experience with student learning so far shows that this is a very attractive and, above all, effective tool for extending the teaching of chemical engineering, control, and automation of chemical processes.</p>","PeriodicalId":50643,"journal":{"name":"Computer Applications in Engineering Education","volume":"32 4","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/cae.22743","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140581529","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":"Computer-aided experimental studies for adaptive beamforming algorithms and array processing in engineering education","authors":"Miguel A. Salas-Natera,&nbsp;Aral E. Zorkun,&nbsp;Ramón M. Rodríguez-Osorio","doi":"10.1002/cae.22741","DOIUrl":"10.1002/cae.22741","url":null,"abstract":"<p>Smart antenna and digital antenna systems are considered as a crucial technology for current and future communication systems supporting 5G/6G and nonterrestrial-networks communications. Based on the information of the received signal/s, smart antenna systems toward the radiation pattern to the desired direction/s. This technique is known as adaptive beamforming. The theories and the applications of adaptive beamforming are taught in engineering educational courses. This paper proposes a set of real-time interactive experiments for adaptive beamforming algorithms in antenna array processing subject. The proposed experiments can be performed with the computer-aided experimental studies tool prepared in the MATLAB® environment. The users can easily make comparisons and can perform trade-offs between different types of adaptive beamforming algorithms, scenarios, and antenna architecture. This is used as a teaching tool for a graduate course on adaptive beamforming algorithms.</p>","PeriodicalId":50643,"journal":{"name":"Computer Applications in Engineering Education","volume":"32 4","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/cae.22741","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140581903","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":"Influence of the use of 3D printing technology for teaching chemistry in STEM disciplines","authors":"Luis Alfonso Trujillo-Cayado,&nbsp;Jenifer Santos,&nbsp;Felipe Cordobés,&nbsp;María Ramos-Payán","doi":"10.1002/cae.22738","DOIUrl":"10.1002/cae.22738","url":null,"abstract":"<p>Teachers can create engaging learning environments in engineering courses through pedagogical innovation using Information and Communication Technologies (ICT). Introductory chemistry courses in Science, Technology, Engineering and Mathematics (STEM) disciplines typically include the study of molecular models and periodic properties, which are inherently visual concepts. Unfortunately, these concepts are often taught using two-dimensional drawings, although three-dimensional (3D) printing offers an engaging approach to learning chemistry in these disciplines. Undergraduate engineering students are provided with modelling software and a 3D printer, allowing them to construct 3D models of basic Valence Shell Electron Pair Repulsion theory shapes using polylactic acid. The results of this research showed that the average score of the students in the control group was lower than that of the students in the 3D technology group. This research has found that the learning curve for modelling and the time required for printing are high, limiting the practical application of this exercise in student laboratory classes. However, in an appropriate environment, 3D printing technology has the potential to be a valuable tool for teaching and learning molecular models and periodic properties of chemistry courses in STEM disciplines.</p>","PeriodicalId":50643,"journal":{"name":"Computer Applications in Engineering Education","volume":"32 4","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/cae.22738","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140204629","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":"Dynamic map-making technology and the application in geographic information science","authors":"Li Wanwu,&nbsp;Liu Lin,&nbsp;Zhang Hui,&nbsp;Li Jinhong","doi":"10.1002/cae.22737","DOIUrl":"10.1002/cae.22737","url":null,"abstract":"<p>The dynamic map is applied instead of traditional static maps in the teaching of geographic information science (GIS)-related majors so as to meet the need for teaching animations and teaching interaction in new teaching methods such as mobile personalized learning, massive open online course, and Flipped Classroom. The research introduces the concept and the making tools of dynamic maps, studies the making principles and key technologies of dynamic maps, and constructs the relevant theories such as the “frame” model based on time granularity, the dynamic interpolation algorithm based on spatial characteristics, dynamic symbolic logic model, and algorithm. Based on the above principles and theories, taking a dynamic map of the change in the population of each city in Shandong province as an example, the research demonstrates the making method and process of the dynamic maps for teaching with Flash MX. At last, it analyzes the role of dynamic map in GIS-related courses teaching and evaluates the teaching effect of dynamic maps.</p>","PeriodicalId":50643,"journal":{"name":"Computer Applications in Engineering Education","volume":"32 4","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140204002","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":"Evaluation of Orange data mining software and examples for lecturing machine learning tasks in geoinformatics","authors":"Zdena Dobesova","doi":"10.1002/cae.22735","DOIUrl":"10.1002/cae.22735","url":null,"abstract":"<p>The study presents the advantages of, and possible uses for, Orange software for data mining in combination with processing spatial data by ArcGIS Pro software in education. To present suitability of Orange software in education, the scientific method of Physics of Notation by D. Moody is used to evaluate the Orange software's visual vocabulary. All nine principles are applied in the presented evaluation. As a result, a high level of effective cognition of the Orange visual vocabulary is proven by this method. Namely, the semantic transparency of visual vocabulary, thanks the explicit inner icons, is semantically immediate. Also, principle of dual coding is used properly by automatic text labels of graphical symbols with the opportunity to rename labels. Renaming is also a way to ensure the partial overloading of symbols found by the first principle of semiotic clarity. The principle of cognitive interaction is partially fulfilled by automatically reorganizing connector lines between symbols to reduce the crossing of lines. A high level of effective cognition is beneficial for students. The evaluation of the visual notation of Orange software is presented to inform teachers and the geoinformatics community of the highly effective cognitive aspects of Orange software. The two practical lectures of processing in Orange and ArcGIS Pro software are shown to the teachers and students of geoinformatics community as examples of machine learning tasks. They are cluster analyses carried out with the density-based spatial clustering of applications with noise method, first for the location of cafés in Olomouc town and the second example concerns finding similar European towns based on their land use arrangement, using the neural network and following hierarchical clustering. Both examples could provide inspiration for the geoinformatics community to adopt Orange data mining software.</p>","PeriodicalId":50643,"journal":{"name":"Computer Applications in Engineering Education","volume":"32 4","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/cae.22735","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140204158","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":"Undergraduate and graduate students' conceptual understanding of model classification outcomes under the lens of scientific argumentation","authors":"Lucas Wiese,&nbsp;Hector E. Will Pinto,&nbsp;Alejandra J. Magana","doi":"10.1002/cae.22734","DOIUrl":"10.1002/cae.22734","url":null,"abstract":"<p>Recent advancements in artificial intelligence (AI) and machine learning (ML) have driven research and development across multiple industries to meet national economic and technological demands. Consequently, companies are investing in AI, ML, and data analytics workforce development efforts to digitalize operations and enhance global competitiveness. As such, evidence-based educational research around ML is essential to provide a foundation for the future workforce as they face complex AI challenges. This study explored students' conceptual ML understanding through a scientific argumentation framework, where we examined how they used evidence and reasoning to support claims about their ML models. This framework lets us gain insight into students' conceptualizations and helped scaffold student learning via a cognitive apprenticeship model. Thirty students in a mechanical engineering classroom at Purdue University experimented with neural network ML models within a computational notebook to create visual claims (ML models) with textual explanations of their evidence and reasoning. Accordingly, we qualitatively analyzed their learning artifacts to examine their underfit, fit, and overfit models and explanations. It was found that some students tended toward technical explanations while others used visual explanations. Students with technically dominant explanations had higher proficiency in generating correctly fit models but lacked explanatory evidence. Conversely, students with visually dominant explanations provided evidence but lacked technical reasoning and were less accurate in identifying fit models. We discuss implications for both groups of students and offer future research directions to examine how positive pedagogical elements of learning design can optimize ML educational material and AI workforce development.</p>","PeriodicalId":50643,"journal":{"name":"Computer Applications in Engineering Education","volume":"32 4","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/cae.22734","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140166920","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":"Insights 4.0: Transformative learning in industrial engineering through problem-based learning and project-based learning","authors":"Cristina Rodriguez-Sanchez,&nbsp;Rubén Orellana,&nbsp;Pedro Rafael Fernandez Barbosa,&nbsp;Susana Borromeo,&nbsp;Joaquin Vaquero","doi":"10.1002/cae.22736","DOIUrl":"10.1002/cae.22736","url":null,"abstract":"<p>This paper describes a methodological study carried out between 2018 and 2022, at Rey Juan Carlos University, focused on the subject monitoring and control systems within a master's program in Industrial Engineering. The study proposes an innovative teaching strategy using problem-based learning and project-based learning methodologies. The projects undertaken are based on Internet of Things (IoT) systems aimed at enhancing <b>weather stations</b>, services and facilitating real-time decision-making. Inspired by our experience in the development of Industry 4.0 projects, we have designed a methodological strategy for this subject that focuses on providing students with the necessary knowledge and skills in the field of Control and Monitoring Systems and the IoT to develop real monitoring and control systems. The approach emphasizes interdisciplinary problem-solving, with students working collaboratively in stable teams. Throughout the 16-week course, tasks of increasing complexity are completed, resulting in the development of a complete system. The practical approach of the course and its relation to real applications motivates students, resulting in better performance. The acquired techniques and skills from the course are broadly applicable across engineering disciplines.</p>","PeriodicalId":50643,"journal":{"name":"Computer Applications in Engineering Education","volume":"32 4","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/cae.22736","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140166902","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}