IEEE Transactions on Education最新文献

{"title":"IEEE Transactions on Education Information for Authors","authors":"","doi":"10.1109/TE.2025.3554092","DOIUrl":"https://doi.org/10.1109/TE.2025.3554092","url":null,"abstract":"","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"68 2","pages":"C3-C3"},"PeriodicalIF":2.1,"publicationDate":"2025-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10971237","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143856177","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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":"IEEE Transactions on Education Publication Information","authors":"","doi":"10.1109/TE.2025.3554090","DOIUrl":"https://doi.org/10.1109/TE.2025.3554090","url":null,"abstract":"","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"68 2","pages":"C2-C2"},"PeriodicalIF":2.1,"publicationDate":"2025-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10971217","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143856286","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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":"2024 IEEE Educational Activities Board Award","authors":"","doi":"10.1109/TE.2025.3553990","DOIUrl":"https://doi.org/10.1109/TE.2025.3553990","url":null,"abstract":"","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"68 2","pages":"272-274"},"PeriodicalIF":2.1,"publicationDate":"2025-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10971259","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143856178","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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":"IEEE Transactions on Education Reviewers 2024","authors":"","doi":"10.1109/TE.2025.3544467","DOIUrl":"https://doi.org/10.1109/TE.2025.3544467","url":null,"abstract":"","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"68 2","pages":"275-280"},"PeriodicalIF":2.1,"publicationDate":"2025-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10971240","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143856285","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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":"2024 IEEE Education Society Awards","authors":"","doi":"10.1109/TE.2025.3553928","DOIUrl":"https://doi.org/10.1109/TE.2025.3553928","url":null,"abstract":"","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"68 2","pages":"268-271"},"PeriodicalIF":2.1,"publicationDate":"2025-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10970787","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143856277","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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 Role of Interfaces in Microcontroller Circuits: An Analysis of Students’ Performance and Usability","authors":"Sokratis Tselegkaridis;Theodosios Sapounidis;Christos Tokatlidis;Dimitrios Papakostas","doi":"10.1109/TE.2025.3551927","DOIUrl":"https://doi.org/10.1109/TE.2025.3551927","url":null,"abstract":"Contribution: This study focuses on microcontroller circuits and aims to: 1) investigate the impact of formal reasoning on students’ post-knowledge using catastrophe theory; 2) compare the different combination sequences of tangible user interface (TUI) and graphical user interface (GUI); and 3) assess the usability of both interfaces and explore potential correlations between perceived usability and students’ post-knowledge. Background: Although in the existing literature, there are a few studies investigating the role of the sequence of TUI and GUI in students’ post-knowledge, particularly in the microcontroller circuits there is a notable lack of related studies. Also, in this field, the effect of formal reasoning on students’ post-knowledge has not been investigated. Research Questions: Does formal reasoning affect students’ post-knowledge in microcontroller electronic circuits? Does interface sequence have any impact on students’ post-knowledge? Does interface sequence impact students’ usability perception of the TUI and GUI? Does student perceived usability correlate with their post-knowledge? Methodology: The intervention had a sample size of 134 university students who conducted four microcontroller exercises. In addition, statistical analysis employed the nonlinear Cusp catastrophe model, t-tests, and ANCOVA along with bootstrapping. Findings: Interface sequence has no impact on students’ post-knowledge, while students’ answers showed a significant difference in the evaluation of usability in favor of the real circuit. Cusp model showed that formal reasoning influences achievement and can act as bifurcation factor denoting that beyond a threshold value nonlinear changes in performance can occur.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"68 2","pages":"258-267"},"PeriodicalIF":2.1,"publicationDate":"2025-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143856181","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Experimenting Team-Based Learning in a Large Computer Networks Class","authors":"Paolo Casari;Sabrina Maniero;Andrea Rosani;Federica Picasso;Anna Serbati","doi":"10.1109/TE.2025.3549688","DOIUrl":"https://doi.org/10.1109/TE.2025.3549688","url":null,"abstract":"Contribution: An innovative teaching experience carried out at the University of Trento using team-based learning (TBL) in a large computer networks class. The impact of TBL on the students’ learning and satisfaction was investigated.Background: Active learning pedagogies, including TBL, play an important role in enhancing higher-order cognitive skills among the student community. Reports on the implementation of TBL in engineering education are still scarce, despite its potential as an effective strategy for teaching problem solving skills in large classes.Intended Outcomes: Improved learning and student engagement via structured groupwork and challenging activities. A structure that makes it possible to scale TBL up to large classes with measurable learning improvements.Application Design: Laboratory classes were structured so that they became instrumental to TBL sessions, which in turn provided a stimulating environment to improve learning of key computer networks concepts. Grouping students with different backgrounds and previous knowledge enabled a more effective group work.Findings: The application of TBL fostered a deeper understanding of the topics covered in the course, resulting in higher scores on final exams and fewer failures. Interviewed students found the experience very satisfactory in terms of learning, group work, and involvement.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"68 2","pages":"248-257"},"PeriodicalIF":2.1,"publicationDate":"2025-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143856278","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Student-Led Tutorials Interactions and Learning in Electromagnetism","authors":"Cornelis J. C. Vertegaal;Cecilia Martinez;Ramiro Serra;Prem Sundaramoorthy;Mark J. Bentum","doi":"10.1109/TE.2025.3549317","DOIUrl":"https://doi.org/10.1109/TE.2025.3549317","url":null,"abstract":"Contribution: This study identifies the types of interaction that contribute to student learning with student-led tutorials (SLTs). The quality of these interactions include peer discussion, student tutor presentation, joint reasoning, and constructive feedback.Background: The introduction of SLTs in an advanced electromagnetics bachelor course has improved the passing rates from 40% to 60%. SLTs, as one type of peer learning and tutoring, correlate with active learning and student achievement. However, there is not much knowledge about the different kinds of student interactions and its respective impact on learning.Research Question: How students’ interactions contribute to students understanding of content and problem-solving skills in electromagnetism and what influences the quality of such interactions?Design/Method: The study inductively analyzed different sources of data that included classroom observations, student surveys, focus groups, and interviews to identify SLTs interactions.Findings: SLTs contributed to student understanding of concepts, practicing general engineering problem-solving skills, and keeping pace with the course activities. The quality of students’ presentations, the type of questions that tutors posed, the tension between revising all problems in broader terms and discussing concepts in-depth, the difficulty of content knowledge and tutors’ understanding of the problems; influenced the quality of SLT interactions. This research finds that, while in general SLT promotes learning, teaching students how to actively participate and training teaching assistants how to organize classroom interactions, can further contribute to in-depth conceptual discussions of the subject matter.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"68 2","pages":"234-247"},"PeriodicalIF":2.1,"publicationDate":"2025-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143856179","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Elevating Learning Effectiveness in Solid-State Physics Through Interactive Software and Stereoscopic Projection","authors":"Xuhan Luo;Boxuan Li;Jinmei Liu;Shihong Ma;Xinyuan Wei;Yan Cen","doi":"10.1109/TE.2025.3545696","DOIUrl":"https://doi.org/10.1109/TE.2025.3545696","url":null,"abstract":"Contribution: An innovative approach utilizing interactive software paired with stereoscopic projection hardware is introduced to enhance the teaching and learning of solid-state physics. This method is distinctive for its integration of complex 3-D visualizations directly into classroom instruction, facilitating a deeper understanding of abstract concepts through interactive engagement.Background: This study is motivated by the challenges faced in teaching abstract concepts in a solid-state physics course, such as the energy band theory and Bravais lattices, to undergraduate students. Traditional teaching methods, such as blackboard teaching, or PowerPoint presentations often fail to adequately address these complexities, leading to a significant learning gap. This gap underlines the necessity for innovative educational tools that can bridge theoretical knowledge with practical understanding, applicable globally across educational programs.Intended Outcomes: The primary outcomes targeted by this approach include improved student engagement and learning efficacy, enhanced comprehension and retention of complex physics concepts, and better transfer of theoretical knowledge to practical applications.Application and Evaluation Experiment Design: The teaching tool integrates MATLAB-based interactive software with hardware utilizing the “Pepper Ghost” technique for 3-D stereoscopic visualization. This approach aims to foster an interactive and engaging learning environment, allowing complex physics concepts to be visualized intuitively. Assessment of learning effectiveness is carried out through the design of targeted questions, participant recruitment, and statistical analysis of questionnaire responses.Findings: Noticeable improvements in performance on both retention questions and transfer questions are observed, indicating that students exposed to this new teaching approach benefit in knowledge retention and application compared to those who experienced traditional teaching methods. These findings highlight the effectiveness of the integrated teaching tool in enhancing teaching outcomes in physics, suggesting its potential broad applicability in other fields.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"68 2","pages":"224-233"},"PeriodicalIF":2.1,"publicationDate":"2025-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143856284","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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 AI in Engineering Education: A Comprehensive Review and Student-Informed Module Design for U.K. Students","authors":"Yijia Hao;Yushi Liu;Bo Liu;George Amarantidis;Rami Ghannam","doi":"10.1109/TE.2025.3536105","DOIUrl":"https://doi.org/10.1109/TE.2025.3536105","url":null,"abstract":"Contribution: The integration of artificial intelligence (AI) in engineering higher education is becoming increasingly important nowadays. This article contributes to the Scholarship of Integration by providing a comprehensive review of current research on AI integration in engineering higher education and presenting a pilot AI introductory module designed to teach engineering students AI fundamentals. Background: With the rapid development of AI, it is crucial to integrate AI into engineering curricula to prepare students for the workforce. However, there is a lack of comprehensive research on the strategies to integrate AI into engineering higher education. Research Questions (RQs): This article addresses the following RQs: What is the current state of AI integration in engineering higher education? What are the key considerations for integrating AI education into undergraduate engineering programs? What are the challenges and lessons learned when delivering an AI module to undergraduate students majoring in electronics? Methodology: A comprehensive review was conducted to identify current research on pedagogical methods for integrating AI in engineering curricula. A pilot AI introductory module was also developed and implemented based on this comprehensive review. To customize module design for U.K. students, data was collected from a program review of 29 universities in the U.K. to understand the platforms used to deliver these programs. Finally, surveys were used to evaluate the impact of this module and to identify any challenges and lessons learned. Findings: Our comprehensive review revealed a lack of comprehensive research on AI integration in engineering higher education. The program review results showed that 29 universities in the U.K. offer AI and engineering-related knowledge in the same curriculum, among which London leads the trend. Following the review, an AI module was developed and delivered to 150 U.K. first-year electronics and electrical engineering students. The module was evaluated via entry and exit surveys that were completed by 114 and 104 students, respectively. The results suggested that the pilot AI module aids in teaching AI fundamentals to undergraduate engineering students, with 97% of students agreeing that the module can increase their future job competencies. The review and developed module can serve as valuable references for introducing AI into existing engineering programs at the undergraduate level.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"68 2","pages":"173-185"},"PeriodicalIF":2.1,"publicationDate":"2025-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143856215","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}