IEEE Transactions on Education最新文献

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

IF 2.1 2区工程技术

IEEE Transactions on Education Pub Date : 2024-12-20 DOI: 10.1109/TE.2024.3508959

引用次数: 0

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

IF 2.1 2区工程技术

IEEE Transactions on Education Pub Date : 2024-12-20 DOI: 10.1109/TE.2024.3508957

引用次数: 0

Guest Editorial Coding, Computational, Algorithmic, Design, Creative, and Critical Thinking in K–16 Education K-16教育中的编码、计算、算法、设计、创造性和批判性思维

IF 2.1 2区工程技术

IEEE Transactions on Education Pub Date : 2024-12-20 DOI: 10.1109/TE.2024.3508372

Francesco Maiorana;Agueda Gras-Velazquez;Elisabetta Paladino;Giusy Cristaldi;Jessica Niewint-Gori;Shitanshu Mishra;Monica Trifas;Sadia Sharmin;Carina S. Gonzalez

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The Universal Micro-Credential Framework: The Role of Badges, Micro-Credentials, Skills Profiling, and Design Patterns in Developing Interdisciplinary Learning and Assessment Paths for Computing Education 通用微证书框架：徽章、微证书、技能分析和设计模式在开发计算机教育跨学科学习和评估路径中的作用

IF 2.1 2区工程技术

IEEE Transactions on Education Pub Date : 2024-12-12 DOI: 10.1109/TE.2024.3486016

Rupert Ward;Sheryl Grant;Megan Workmon Larsen;Kate Giovacchini

{"title":"The Universal Micro-Credential Framework: The Role of Badges, Micro-Credentials, Skills Profiling, and Design Patterns in Developing Interdisciplinary Learning and Assessment Paths for Computing Education","authors":"Rupert Ward;Sheryl Grant;Megan Workmon Larsen;Kate Giovacchini","doi":"10.1109/TE.2024.3486016","DOIUrl":"https://doi.org/10.1109/TE.2024.3486016","url":null,"abstract":"The purpose of this article is to share worked examples of skills profiling within the universal micro-credential framework, a novel approach designed to further the enablement of 21st century skills which are defined here as a generalized series of competencies gained by a learner that enable them to self-reflect, self-regulate and self-optimize their capabilities within highly emergent contexts. This approach improves interdisciplinary learning and assessment paths for computing education by providing personalized learning and assessment options and by enabling curricula to better accommodate both internal and external interdisciplinary content. Through these worked examples, this article addresses potential solutions to fundamental and persistent structural issues in today’s learning-earning ecosystem. Most significant of these issues is what the authors refer to as a “capability-competency chasm,” a term used to describe an enduring gap that creates problematic deficits for learners as they transition between education and employment. At the core of the universal micro-credential framework is skills profiling, which can leverage micro-credential pathways and badge catalogues, both within the context of computing education in particular and across higher education in general. Accounting for the complexity of implementing system-wide redesign in highly variable higher-education contexts, this article also briefly references the role of design patterns to enable such implementation. Collectively, these flexible credentialing innovations offer a globally innovative solution to systemic challenges, explaining both the importance of addressing such challenges and the opportunities arising from them.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"67 6","pages":"897-906"},"PeriodicalIF":2.1,"publicationDate":"2024-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142859237","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

A Gamified Learning Framework to Cultivate Critical Thinking Skills in Students 培养学生批判性思维能力的游戏化学习框架

IF 2.1 2区工程技术

IEEE Transactions on Education Pub Date : 2024-11-08 DOI: 10.1109/TE.2024.3431872

K. G. Srinivasa;Aman Singh;Kshitij Kumar Singh Chauhan

{"title":"A Gamified Learning Framework to Cultivate Critical Thinking Skills in Students","authors":"K. G. Srinivasa;Aman Singh;Kshitij Kumar Singh Chauhan","doi":"10.1109/TE.2024.3431872","DOIUrl":"https://doi.org/10.1109/TE.2024.3431872","url":null,"abstract":"Contribution: This article investigates the impact of gamified learning on high school students (grades 9–12) in computer science, emphasizing learner engagement, knowledge improvement, and overall satisfaction. It contributes insights into the effectiveness of gamification in enhancing educational outcomes. Background: Gamification in education is explored, focusing on its potential to address challenges in learner engagement. The study draws on gamification principles and user-centered design frameworks to create meaningful gamified learning experiences. Intended Outcomes: The study aims to measure knowledge improvement, overall satisfaction, and engagement in gamified learning. It seeks to assess the effectiveness of the designed educational games in enhancing algorithmic, computational, and analytical thinking skills. Application Design: Utilizing an agile development process, Unity game engine, and Swift Core-AR, this article details the creation of user-centered gamified environments. It outlines the deployment methodology for augmented reality-based games, emphasizing iterative design based on user feedback. Findings: Statistical analyses show positive correlations between overall satisfaction, engagement, and motivation with knowledge improvement. The paired t-test reveals a significant increase in knowledge levels post-gamification. One-way alternative to the one-way analysis of variance underscores the influence of satisfaction on knowledge improvement, highlighting its critical role.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"67 6","pages":"931-943"},"PeriodicalIF":2.1,"publicationDate":"2024-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142859196","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

IEEE Transactions on Education Publication Information 电气和电子工程师学会教育期刊》出版信息

IF 2.1 2区工程技术

IEEE Transactions on Education Pub Date : 2024-10-07 DOI: 10.1109/TE.2024.3468851

引用次数: 0

IEEE Transactions on Education Information for Authors IEEE 教育论文集作者须知

IF 2.1 2区工程技术

IEEE Transactions on Education Pub Date : 2024-10-07 DOI: 10.1109/TE.2024.3468853

引用次数: 0

Analyzing Pedagogic Practice and Assessments in a Cross-Campus Programming Course 跨校园程序设计课程教学实践与评估分析

IF 2.1 2区工程技术

IEEE Transactions on Education Pub Date : 2024-10-03 DOI: 10.1109/TE.2024.3465870

Grethe Sandstrak;Bjørn Klefstad;Arne Styve;Kiran Raja

{"title":"Analyzing Pedagogic Practice and Assessments in a Cross-Campus Programming Course","authors":"Grethe Sandstrak;Bjørn Klefstad;Arne Styve;Kiran Raja","doi":"10.1109/TE.2024.3465870","DOIUrl":"https://doi.org/10.1109/TE.2024.3465870","url":null,"abstract":"Teaching programming efficiently to students in the first year of computer science education is challenging. It is especially cumbersome to retain the interest of both groups, when the student group consists of novice (i.e., those who have never programmed before) and expert programmers in the same crowd. Thus, individualized teaching cannot be achieved in a traditional lecture hall for a larger student population setting and poses a pedagogical challenge. This article presents various pedagogical approaches and explores different assessment forms to foster student active learning (SAL), drawing from years of experience teaching a programming course. A detailed analysis has been conducted to understand the effect on the students’ learning and perception of a course given different pedagogical approaches and varied assessment forms. The analysis is based on a course offered across three different campuses with the same course description. The key difference between the campuses however is the choice of pedagogical approach, where one of the campuses uses a bottom-up pedagogy. In contrast, the other two campuses use the top-down pedagogy to teach programming concepts to the students. Across the three campuses, the assessment form in the course has varied from regular practical school exams together with a theoretical multiple choice format, a practical home exam during the pandemic and most recently a portfolio. The findings show no significant differences in the learning outcomes based on an analysis of the grades across campuses and extensive student surveys.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"67 6","pages":"964-973"},"PeriodicalIF":2.1,"publicationDate":"2024-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142859197","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 Remote Laboratory System for Simulated Induction Motor 模拟感应电机远程实验室系统的开发与评估

IF 2.6 2区工程技术

IEEE Transactions on Education Pub Date : 2024-09-13 DOI: 10.1109/te.2024.3454236

Hisao Fukumoto, Tomoki Kamio, Toshihiro Matsuo, Takayuki Nitta, Hideki Shimada, Masashi Ohchi, Hideaki Itoh

引用次数: 0

Developing and Validating the Contextual Technology Andragogy/Pedagogy Entrepreneurship Work Content Knowledge Model: A Framework for Vocational Education 开发和验证情境技术教学法/教育法创业工作内容知识模型：职业教育框架

IF 2.6 2区工程技术

IEEE Transactions on Education Pub Date : 2024-09-11 DOI: 10.1109/te.2024.3449636

Bilal Younis

引用次数: 0