IEEE Transactions on Education最新文献

IEEE Transactions on Education Publication Information IEEE教育出版信息汇刊

IF 2 2区工程技术

IEEE Transactions on Education Pub Date : 2026-02-23 DOI: 10.1109/TE.2026.3655453

引用次数: 0

IEEE Transactions on Education Reviewers 2025 IEEE教育评论家汇刊2025

IF 2 2区工程技术

IEEE Transactions on Education Pub Date : 2026-02-23 DOI: 10.1109/TE.2026.3654651

引用次数: 0

IEEE Transactions on Education Information for Authors IEEE作者教育信息汇刊

IF 2 2区工程技术

IEEE Transactions on Education Pub Date : 2026-02-23 DOI: 10.1109/TE.2026.3655455

引用次数: 0

Design and Implementation of a Ball and Beam Control System Using a PID Controller 基于PID控制器的球梁控制系统的设计与实现

IF 2 2区工程技术

IEEE Transactions on Education Pub Date : 2026-01-22 DOI: 10.1109/TE.2026.3653647

Giuseppe Sutera;Dario Calogero Guastella;Francesco Cancelliere;Giovanni Muscato

{"title":"Design and Implementation of a Ball and Beam Control System Using a PID Controller","authors":"Giuseppe Sutera;Dario Calogero Guastella;Francesco Cancelliere;Giovanni Muscato","doi":"10.1109/TE.2026.3653647","DOIUrl":"https://doi.org/10.1109/TE.2026.3653647","url":null,"abstract":"<italic>Contribution: Prior studies have emphasized the importance of examining nonlinear control systems in engineering courses, where implementing a proportional-integral-derivative (PID) controller is a fundamental approach to understanding system stabilization and dynamic response. This study demonstrates the effectiveness of a ball and beam system as an open-source educational tool that enables students to engage in real-time PID tuning and system optimization through practical experimentation.Background: PID controllers are fundamental to automatic control courses. While the traditional class provides mathematical foundations, experimental learning through direct interaction with a physical system enables deeper understanding. With its unstable dynamics, the ball and beam system is particularly well-suited to illustrate feedback control principles tangibly and interactively.Intended outcomes: This study seeks to assist students in improving their capacity to optimize PID gains to minimize overshoot and decrease settling time to attain the setpoint. The course’s final laboratory activity was centered around a student competition, which promoted teamwork and reinforced the theoretical and practical concepts of control systems in engineering.Application design: The ball and beam system consists of a servo motor-actuated beam and a time-of-flight (ToF) sensor mounted at the beam’s hinged end for real-time position feedback. Based on the students’ configuration, the Arduino microcontroller processes the sensor data and dynamically adjusts the beam’s tilt to maintain the ball at the desired position.Findings: The competition-based approach fostered a highly motivated learning environment, as students were driven to develop the most effective PID tuning strategy. Learning with hardware enhanced student engagement and provided a multidisciplinary experience.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"69 1","pages":"71-81"},"PeriodicalIF":2.0,"publicationDate":"2026-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=11361191","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147268756","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}

引用次数: 0

Gender Differences in Mixed Reality Flight Simulator Training: Enhancing Inclusive Engineering Education 混合现实飞行模拟器训练中的性别差异：加强包容性工程教育

IF 2 2区工程技术

IEEE Transactions on Education Pub Date : 2026-01-21 DOI: 10.1109/TE.2025.3649008

Yifan Kang;Xu Sun;Guang Zhu;Xinwei Wang;Jiang Wu

{"title":"Gender Differences in Mixed Reality Flight Simulator Training: Enhancing Inclusive Engineering Education","authors":"Yifan Kang;Xu Sun;Guang Zhu;Xinwei Wang;Jiang Wu","doi":"10.1109/TE.2025.3649008","DOIUrl":"https://doi.org/10.1109/TE.2025.3649008","url":null,"abstract":"<italic>Contribution: This study reveals significant gender differences in mixed reality (MR) training by demonstrating that female participants experience higher simulator sickness and lower perceived performance compared to males, thereby informing the design of more inclusive training systems in engineering education.<italic>Background: As MR technologies become increasingly integrated into training for electrical, computer, and aerospace engineering, understanding user differences is crucial for enhancing learning outcomes and system usability.<italic>Research Questions: 1) Does gender influence the experience of simulator sickness, workload, and situation awareness during MR-based flight simulation and 2) does female users encounter these challenges more acutely than male users?<italic>Methodology: A controlled experiment was conducted with 32 participants equally divided by gender, using standardized instruments—the simulator sickness questionnaire (SSQ), NASA task load index, and situation awareness rating technique (SART)—to assess user responses during an MR flight simulation.<italic>Findings: The results indicate that female participants report significantly higher levels of simulator sickness, especially oculomotor symptoms. Female participants also reported lower self-assessed performance and situational awareness (SA) than male participants. These findings emphasize the need for adaptive feedback mechanisms and ergonomic design improvements in MR educational training tools.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"69 1","pages":"62-70"},"PeriodicalIF":2.0,"publicationDate":"2026-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147237260","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}

引用次数: 0

Experimental Evaluation of a Serious Game for Teaching UML Diagrams UML图教学严肃游戏的实验评价

IF 2 2区工程技术

IEEE Transactions on Education Pub Date : 2026-01-21 DOI: 10.1109/TE.2025.3646373

Stamatia Gkouma;Kostas Karpouzis;Stamatia Bibi

{"title":"Experimental Evaluation of a Serious Game for Teaching UML Diagrams","authors":"Stamatia Gkouma;Kostas Karpouzis;Stamatia Bibi","doi":"10.1109/TE.2025.3646373","DOIUrl":"https://doi.org/10.1109/TE.2025.3646373","url":null,"abstract":"<italic>Contribution: The aim of this work is to develop and evaluate UMLcraft, a serious game that supports the learning process of unified modeling language (UML) diagrams in the context of Software Engineering education.<italic>Background: Serious games for software engineering education are becoming increasingly popular. Despite the availability of serious games covering various aspects of software engineering, no serious game has been specifically developed to cover multiple UML notations simultaneously, a fundamental tool in the field.<italic>Intended outcomes: UMLcraft includes minigames and drag and drop game exercises designed to help learners understand the most well-known UML diagrams. The game aims to help users familiarize, remember, understand, and apply the modeling rules of 4 well-known UML diagrams, including an extra diagram as an introduction to the game.<italic>Application design: The effectiveness of the game was evaluated through pre- and posttest analysis game experimental evaluation, surveys and semistructured interviews.<italic>Findings: The results showed positive learning outcomes. UMLcraft effectively aids in teaching UML diagrams, helping students improve their understanding and application of UML modeling concepts.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"69 1","pages":"52-61"},"PeriodicalIF":2.0,"publicationDate":"2026-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146778932","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}

引用次数: 0

Predicting Student Performance Using a Cost-Sensitive Deep Learning Network With Sparse Attention Mechanism 使用具有稀疏注意机制的成本敏感深度学习网络预测学生成绩

IF 2 2区工程技术

IEEE Transactions on Education Pub Date : 2026-01-20 DOI: 10.1109/TE.2025.3637343

Hongkun Qiu;Haojie Zhu;Xiaoyong Hu;Yajie Wang;Yue Xu;Wenlong Li

{"title":"Predicting Student Performance Using a Cost-Sensitive Deep Learning Network With Sparse Attention Mechanism","authors":"Hongkun Qiu;Haojie Zhu;Xiaoyong Hu;Yajie Wang;Yue Xu;Wenlong Li","doi":"10.1109/TE.2025.3637343","DOIUrl":"https://doi.org/10.1109/TE.2025.3637343","url":null,"abstract":"<italic>Contribution: This study proposes a student performance prediction model that leverages real-world data on students’ daily academic activities to forecast their academic outcomes. The predicted results can be used to provide students with personalized and adaptive support.Background: Traditional educational assessment systems face systemic challenges such as weak data support, high subjectivity, lack of scientific rigor, and insufficient personalized guidance. As a result, these assessments struggle to objectively, comprehensively, and accurately reflect the learning process and outcomes. In contrast, artificial intelligence (AI) technologies have demonstrated significant potential, with empirical research preliminarily validating their advantages in enhancing assessment effectiveness.Research Question: Given a range of student-related data collected through academic management systems, can we accurately predict a student’s future academic performance?Method: Diverse student data are fed into the proposed model. A sparse attention mechanism is then employed to automatically identify the most discriminative features. These extracted learning features are further processed by a deep neural network, which incorporates a Cost-Sensitive Combined Loss function. A multilayer perceptron is used to derive the final grade prediction results.Findings: The experimental results show that the proposed model attains a recall rate of 74.52% across tasks. In comparison with selected baseline models, it yields recall improvements ranging from 3% to 20%, depending on the specific evaluation setting. The model is designed with considerations for deployment adaptability and data privacy, indicating its potential applicability in real-world educational scenarios.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"69 1","pages":"10-18"},"PeriodicalIF":2.0,"publicationDate":"2026-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147268761","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}

引用次数: 0

Development and Evaluation of Television Media-Based Educational Game Framework for Materials Science and Engineering Education 基于电视媒体的材料科学与工程教育游戏框架的开发与评价

IF 2 2区工程技术

IEEE Transactions on Education Pub Date : 2026-01-12 DOI: 10.1109/TE.2025.3647526

Aroba Saleem;Idris Jeelani

{"title":"Development and Evaluation of Television Media-Based Educational Game Framework for Materials Science and Engineering Education","authors":"Aroba Saleem;Idris Jeelani","doi":"10.1109/TE.2025.3647526","DOIUrl":"https://doi.org/10.1109/TE.2025.3647526","url":null,"abstract":"Digital game-based learning (DGBL) has emerged as a promising method for improving student engagement and learning in STEM education. However, many educational games are designed as serious games, focusing less on engaging elements. Furthermore, DGBL has remained unexplored in the context of materials science and engineering. This study develops and evaluates a novel framework, television media-based educational game (TMEG). The study hypothesizes that integrating elements that make television series engaging into educational games can significantly enhance the learning experience. The study explored: 1) how to integrate TV media elements into educational games and 2) the effect of such integration on learning outcomes. The proposed three-layered TMEG framework includes: an input layer combining MSE content with narrative/design elements from student-preferred TV series; a game cycle layer enabling iterative judgment-behavior-feedback loops that transition students from declarative to applied knowledge; and an outcome layer targeting behavioral, emotional, and cognitive engagement, fostering improved content understanding. A pilot game was developed using the TMEG framework and evaluated with 96 undergraduate students. Data were collected through pre-/post-tests, the system usability scale (SUS), and qualitative feedback. Results showed a statistically significant improvement in test scores (from 74% to 89%) with topic-level scores indicating the highest gains in concepts involving multistep reasoning. The mean SUS score of 76.5 and qualitative feedback indicated strong usability. TMEG offers a novel approach to engineering education by embedding conceptually rigorous content within familiar and engaging media-based narratives. It shows strong potential to improve STEM learning outcomes, particularly in MSE.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"69 1","pages":"40-51"},"PeriodicalIF":2.0,"publicationDate":"2026-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147268765","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}

引用次数: 0

Persistence of Early Misconceptions Hinders Progress in Learning Computer Programming 早期误解的持续存在阻碍了学习计算机程序设计的进步

IF 2 2区工程技术

IEEE Transactions on Education Pub Date : 2026-01-12 DOI: 10.1109/TE.2025.3637125

Candido Cabo

{"title":"Persistence of Early Misconceptions Hinders Progress in Learning Computer Programming","authors":"Candido Cabo","doi":"10.1109/TE.2025.3637125","DOIUrl":"https://doi.org/10.1109/TE.2025.3637125","url":null,"abstract":"<italic>Contribution: The purpose of this study is: 1) to identify students’ early misconceptions in problem understanding and the use of variables/sequencing in a first-year computer programming course using Python; 2) to quantify how early misconceptions evolve over time; and 3) to characterize how misconceptions in the use of variables/sequencing affect learning more advanced computer programming concepts.Background: It has not been clearly established how early misconceptions evolve over time and how they affect learning later in the semester.Research Questions: 1) What are the most common misconceptions in the use of variables/sequencing in a first-year Python course? 2) do those early misconceptions persist late in the semester? and 3) does the persistence of misconceptions in variable/sequencing hinder progress in learning more advanced computer programming concepts?Methodology: We assessed student performance (<inline-formula> <tex-math>$n =116$ </tex-math></inline-formula>) in multiple choice and short-answer questions that involved reading and/or writing small flowcharts or snippets of Python code.Findings: Problem understanding remains a challenge for ~45% of students until the end of the semester. Misconceptions in variable assignment/sequencing persist late in the semester for ~20% of students, hindering their progress in learning more advanced computer programming concepts.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"69 1","pages":"31-39"},"PeriodicalIF":2.0,"publicationDate":"2026-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146778931","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}

引用次数: 0

CliCFPGA: Leveraging FPGA Education and Research Through Collaborative and Low-Code Heterogeneous Platform CliCFPGA：通过协作和低代码异构平台利用FPGA教育和研究

IF 2 2区工程技术

IEEE Transactions on Education Pub Date : 2025-12-29 DOI: 10.1109/TE.2025.3646934

Rashed Al Amin;Roman Obermaisser

{"title":"CliCFPGA: Leveraging FPGA Education and Research Through Collaborative and Low-Code Heterogeneous Platform","authors":"Rashed Al Amin;Roman Obermaisser","doi":"10.1109/TE.2025.3646934","DOIUrl":"https://doi.org/10.1109/TE.2025.3646934","url":null,"abstract":"The rising demand for real-time data processing has made field programmable gate arrays (FPGAs) essential programmable accelerators, offering superior performance and lower power consumption than microprocessors and graphics processing units (GPUs). However, FPGA development environments present several challenges, including the need for high-end computers for faster hardware compilation, managing multiple versions of FPGA computer-aided design (CAD) tools, and a lack of modularity, collaboration, and accessibility for beginners. Moreover, the high cost of large-scale FPGAs restricts their broader adoption. This article presents CliCFPGA, a scalable FPGA design, verification, and prototyping platform designed to address these challenges. By integrating multiple CAD tools into a unified environment and enabling remote compilation on shared high-performance servers, CliCFPGA reduces hardware cost and setup complexity. It offers a collaborative workspace with real-time debugging, full access to FPGA board peripherals, and simultaneous multiuser testing. To accelerate learning and development, the platform includes an intellectual property (IP) library with preverified hardware accelerator IP cores. In addition, CliCFPGA features a large language model (LLM)-assisted tool for generating and verifying hardware description language (HDL) code. This tool automates error-prone tasks, significantly reducing design time. A comprehensive evaluation combining survey-based feedback and performance metrics confirms the platform’s impact. Users reported up to three times faster design and verification cycles, with an average satisfaction rate of over 90% for the collaborative workspace and LLM-assisted features. These results demonstrate CliCFPGA as a robust solution for enhancing FPGA design and verification, supporting diverse applications in education, research, and industry while promoting cost-effective and sustainable technological development.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"69 1","pages":"19-30"},"PeriodicalIF":2.0,"publicationDate":"2025-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146778936","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}

引用次数: 0