IEEE Transactions on Education最新文献_第2页

Transforming Programming Education: The Effectiveness of Motivational Scenario-Based Design in Serious Games 转变编程教育：严肃游戏中基于情境的动机设计的有效性

IF 2 2区工程技术

IEEE Transactions on Education Pub Date : 2025-07-18 DOI: 10.1109/TE.2025.3584187

Lok Cheung Shum;Yasmine Rosunally;Kamran Munir

{"title":"Transforming Programming Education: The Effectiveness of Motivational Scenario-Based Design in Serious Games","authors":"Lok Cheung Shum;Yasmine Rosunally;Kamran Munir","doi":"10.1109/TE.2025.3584187","DOIUrl":"https://doi.org/10.1109/TE.2025.3584187","url":null,"abstract":"Programming education faces persistent challenges, particularly in sustaining learner engagement and motivation while teaching abstract concepts like algorithms, data structures, and problem-solving skills. Traditional methods, focused heavily on theory, often fail to engage students effectively, resulting in high dropout rates, especially among novice programmers. This study proposed a motivational scenario-based design (MSBD), which integrates scenario-based design (SBD) with Keller’s attention, relevance, confidence, and satisfaction (ARCS) motivational model to create an adaptive and personalized learning experience. The MSBD framework embeds programming tasks within game-based learning environments, supporting learners to apply abstract concepts in simulated real-world scenarios. The ARCS model sustains motivation throughout the learning journey by targeting ARCS. As a proof of concept based on a case study, this study developed the serious game GhostCoder, incorporating Objective, Structural, and Adaptive Scenarios to guide learners from foundational programming concepts to advanced problem-solving skills. The experimental evaluation involving information technology (IT) diploma students at a vocational institution demonstrated the efficacy of the MSBD framework. Pretest and post-test assessments and the instructional materials motivation survey showed statistically significant improvements in programming knowledge and learner motivation. The results indicate that MSBD effectively bridges the gap between theory and practice, enhancing engagement and learning outcomes. While further refinement of the adaptive learning features is needed, the study underscores the potential of MSBD to optimize serious games for novice programmers and other educational contexts.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"68 4","pages":"394-406"},"PeriodicalIF":2.0,"publicationDate":"2025-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144782095","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

Enhancing Computer Professional English Learning: Application Case-Driven Pedagogy 加强计算机专业英语学习：应用案例驱动教学法

IF 2 2区工程技术

IEEE Transactions on Education Pub Date : 2025-07-18 DOI: 10.1109/TE.2025.3584884

Xuemei Ding;Wenzhao Gao

{"title":"Enhancing Computer Professional English Learning: Application Case-Driven Pedagogy","authors":"Xuemei Ding;Wenzhao Gao","doi":"10.1109/TE.2025.3584884","DOIUrl":"https://doi.org/10.1109/TE.2025.3584884","url":null,"abstract":"Contribution: This study proposes an application case-driven pedagogy for non-native English undergraduate in learning computer professional English (CPE). It highlights the potential of helping students to understand the cutting-edge technology-enabled application cases complemented with video clips in improving each aspect of English listening, speaking, reading, and writing (LSRW) in computer science. Background: Traditional teaching practices in CPE are based on learning materials that outdated the rapid technological development and controlled type of educator-centered approach. Intended Outcomes: The proposed pedagogy is intended to maximize students’ engagement and be applicable to computing-related courses. Application Design: The overall design is student-centered. All learning and teaching (L&T) activities are conducted via blended learning in classroom and digital platforms. A hybrid pedagogical framework is designed by integrating outcome-based education, on-/off- line combined interactions, flipped classroom, and inquiry-based case-analyzing approaches. Each timetabled class is broken down into different sessions in which the CPE LSRW skills can be evenly developed accordingly. Learning experience and outcomes are tracked by module questionnaire, half-term and end-term surveys, module assessment results, and post-module evaluation. Moreover, lecturer’s practices cored with vision, values and beliefs are examined, ensuring a professional identity perceived by deploying the proposed pedagogy. Findings: Positive responses from students attest to the efficacy and applicability of the designed module content and the proposed pedagogy. Future extension will include more diverse cohorts and explore the long-term impact of the study on their career development.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"68 4","pages":"407-416"},"PeriodicalIF":2.0,"publicationDate":"2025-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144781979","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

Long-Term Practical Project-Based Learning Education for Developing Advanced IoT Engineers on the Trinity Partnership: Industry–Academia–Government 基于产、学、政三位一体的物联网高级工程师培养长期实践项目式学习教育

IF 2 2区工程技术

IEEE Transactions on Education Pub Date : 2025-07-14 DOI: 10.1109/TE.2025.3583755

Arata Yasuda;Tatsuyasu Ando;Hideki Hara;Katsuhiro Ajito

{"title":"Long-Term Practical Project-Based Learning Education for Developing Advanced IoT Engineers on the Trinity Partnership: Industry–Academia–Government","authors":"Arata Yasuda;Tatsuyasu Ando;Hideki Hara;Katsuhiro Ajito","doi":"10.1109/TE.2025.3583755","DOIUrl":"https://doi.org/10.1109/TE.2025.3583755","url":null,"abstract":"Contribution: This study introduces a two-year, 180-h project-based learning (PBL) program in Internet of Things (IoT) education, developed through collaboration among industry, academia, and government. The program provides a scalable model for integrating real-world challenges into engineering curricula to enhance technical and professional competencies.Background: The growing demand for IoT professionals, especially in aging societies like Japan, highlights the need for long-term, interdisciplinary education. Traditional approaches often lack sufficient depth to prepare students for complex, real-world applications.Research Questions: How can a long-term, tri-sector PBL curriculum foster IoT engineers capable of addressing societal challenges? What educational outcomes result from sustained, authentic project engagement?Methodology: Students engaged in three consecutive PBL subjects addressing themes such as system development, social application, and business design. Teams created IoT solutions based on real issues proposed by local governments and industry partners. Faculty and peers evaluated each project on creativity, implementation, and technical quality.Findings: Teacher assessments improved steadily, while peer evaluations became more critical over time, reflecting students’ growth in skills and self-awareness. The results suggest that long-term, authentic PBL supported by cross-sector collaboration effectively enhances both technical ability and professional mindset.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"68 4","pages":"387-393"},"PeriodicalIF":2.0,"publicationDate":"2025-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144781976","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

Teaching Programming in Higher Education Using a Hybrid Project-Based Learning Approach 基于混合项目学习方法的高等教育编程教学

IF 2 2区工程技术

IEEE Transactions on Education Pub Date : 2025-06-25 DOI: 10.1109/TE.2025.3577406

Mark Featherstone

{"title":"Teaching Programming in Higher Education Using a Hybrid Project-Based Learning Approach","authors":"Mark Featherstone","doi":"10.1109/TE.2025.3577406","DOIUrl":"https://doi.org/10.1109/TE.2025.3577406","url":null,"abstract":"Contribution: Results and conclusions on the use of a hybrid Project-Based Learning (PBL) approach to teaching programming in a higher education computing department. Background: PBL is a pedagogical approach that facilitates “learning by doing” and can create compelling educational experiences that enhance a student’s intrinsic motivation. Engagement can increase because students design their own unique projects, which have personal meaning and importance. PBL facilitates working with industrial clients to solve problems, which can create powerful extrinsic motivation. However, PBL can fail when students lack the experience and confidence to work as independent learners. Research Questions: 1) Can a hybrid PBL approach mitigate these problems by using a range of additional initiatives? These include, a wide range of on-demand learning resources, student mentoring, students collaborating with teachers to grade their own work, regular feedback milestones and scaffolding of learning via streaming. In this case streaming means offering students pathways through projects that require more or less independent research and project management. Methodology: A mixed methods study of a new hybrid approach to teaching programming. Findings: This article summarizes the author’s experience of implementing hybrid PBL within a university computing department, associated with improved student attainment and describes best practice, the advantages and the pitfalls.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"68 4","pages":"377-386"},"PeriodicalIF":2.0,"publicationDate":"2025-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144781977","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

Enculturation of Students Into Engineering During COVID-19 in Minority Serving Institutions 新冠肺炎疫情期间少数民族服务机构学生工程文化的培养

IF 2 2区工程技术

IEEE Transactions on Education Pub Date : 2025-06-17 DOI: 10.1109/TE.2025.3575749

Noemi V. Mendoza Diaz;Allison M. Esparza;Karen E. Rambo-Hernandez;Bimal Nepal

{"title":"Enculturation of Students Into Engineering During COVID-19 in Minority Serving Institutions","authors":"Noemi V. Mendoza Diaz;Allison M. Esparza;Karen E. Rambo-Hernandez;Bimal Nepal","doi":"10.1109/TE.2025.3575749","DOIUrl":"https://doi.org/10.1109/TE.2025.3575749","url":null,"abstract":"Enculturation into engineering refers to the process by which novices learn and internalize the content, practices, and values of the engineering profession. This study employs an enculturation model incorporating both intrinsic and extrinsic influences. Extrinsic influences stem from institutional frameworks, particularly first-year curricular standards set by ABET. The study aimed to operationalize and test this model through a survey conducted during the Spring 2022 with 626 students at two U.S. minority-serving institutions. The research addressed four questions: 1) How do enculturation dimensions vary across student classifications at each institution? 2) What is the relationship between enculturation and the impact of COVID-19? 3) How do these dimensions vary based on First-Generation Status and Race/Ethnicity at a Hispanic-Serving Institution (HSI)? 4) How does Exploratory Factor Analysis characterize enculturation, and how does it relate to self-efficacy? Findings indicate that students generally increase in enculturation dimensions as they advance in their programs, though differences exist across demographics and institutions. COVID-19 significantly impacted two dimensions, with effects varying by institution. First-Generation and minority students followed similar trends, often demonstrating disadvantage compared to majority peers. Finally, factor analyzes confirmed that enculturation and self-efficacy are distinct constructs. These promising results provide proof that the model of enculturation can potentially help attract and retain students in multiple engineering fields. The results also have wide implications for research and practice, specifically when pertaining to disadvantaged minority students.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"68 4","pages":"367-376"},"PeriodicalIF":2.0,"publicationDate":"2025-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144781978","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 Fuzzy-Logic-Based Student Learning Assessment System for Outcome-Based Education 基于模糊逻辑的结果型教育学生学习评价系统

IF 2 2区工程技术

IEEE Transactions on Education Pub Date : 2025-06-12 DOI: 10.1109/TE.2025.3574202

Abdul Aziz;Md. Asaf-uddowla Golap;M. M. A. Hashem

{"title":"A Fuzzy-Logic-Based Student Learning Assessment System for Outcome-Based Education","authors":"Abdul Aziz;Md. Asaf-uddowla Golap;M. M. A. Hashem","doi":"10.1109/TE.2025.3574202","DOIUrl":"https://doi.org/10.1109/TE.2025.3574202","url":null,"abstract":"Contribution: This research designs a student evaluation framework integrating the fuzzy-logic system that assesses the student’s performances in the soft boundary system for outcome-based education (OBE), measuring the course learning outcome (CLO) and program learning outcome (PLO). The framework fills the gap between conventional grading methods and offers insights into learning for course assessment and continuous development. Background: A well-established evaluation technique is a requirement to deliver a productive, skilled, worthy, and compatible student and faculty. Moreover, OBE, with a documented and structured academic curriculum, has to ensure the accreditation of an academic program. Research Questions: What are the drawbacks of traditional student evaluation techniques? Does the proposed system work as a better, more reliable, and meaningful student evaluation method? Methodology: To assess, it considers the final examination paper containing several questions and continuous assessment comprising a few items like class tests, quizzes, viva voce, homework, etc., where the course teachers and moderators assign marks on these questions and items considering the CLOs, learning methods, and Bloom’s taxonomy. Then, the framework records and tracks the ratio of earned marks to assigned marks for the fuzzification, while the defuzzification computes the values indicating the CLOs and PLOs earned by a student. Findings: The results study cases for 40 courses of a particular student and analyze statistics for 100 students from the consecutive eight semesters. This fuzzy-logic-based evaluation technique is fairer, reliable, and unbiased to the learners and greatly helps to get accreditation and recognition for the degree worldwide.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"68 4","pages":"346-366"},"PeriodicalIF":2.0,"publicationDate":"2025-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144782018","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

Teaching Machine Learning as Part of Agile Software Engineering 作为敏捷软件工程一部分的机器学习教学

IF 2 2区工程技术

IEEE Transactions on Education Pub Date : 2025-06-10 DOI: 10.1109/TE.2025.3572355

Steve Chenoweth;Panagiotis K. Linos

{"title":"Teaching Machine Learning as Part of Agile Software Engineering","authors":"Steve Chenoweth;Panagiotis K. Linos","doi":"10.1109/TE.2025.3572355","DOIUrl":"https://doi.org/10.1109/TE.2025.3572355","url":null,"abstract":"Contribution: A novel undergraduate course design at the intersection of software engineering (SE) and machine learning (ML) based on industry-reported challenges.Background: ML professionals report that building ML systems is different enough that one needs new knowledge about how to infuse ML into software production. For instance, various experts need to be deeply involved with these SE projects, such as business analysts, data scientists, statisticians, and software engineers.Intended Outcomes: The creation of a table detailing and matching industry challenges with course learning objectives, course topics, instructional units, and other related activities.Application Design: Course content was derived from interviewing industry professionals with related experience as well as surveying undergraduate computer science and engineering students. The proposed course style is designed to emulate real-world ML-based SE.Findings: Experienced IT professionals testify that the synergy between ML and agile SE is maturing and now becoming the standard practice. Thus, industry-derived content for a pilot undergraduate course has been successfully crafted at the intersection of SE and ML.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"68 4","pages":"322-335"},"PeriodicalIF":2.0,"publicationDate":"2025-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144782020","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

Breaking Barriers: Enhancing Student Satisfaction in Online Engineering Education 突破障碍：提高在线工程教育的学生满意度

IF 2 2区工程技术

IEEE Transactions on Education Pub Date : 2025-06-09 DOI: 10.1109/TE.2025.3573603

Suzana Sampaio;Kathryn Cormican

{"title":"Breaking Barriers: Enhancing Student Satisfaction in Online Engineering Education","authors":"Suzana Sampaio;Kathryn Cormican","doi":"10.1109/TE.2025.3573603","DOIUrl":"https://doi.org/10.1109/TE.2025.3573603","url":null,"abstract":"Contribution: This study advances the understanding of learner satisfaction in online education, particularly within higher education (HE) engineering programs. It develops a conceptual model categorizing key factors affecting satisfaction and provides empirical evidence on their impact, offering actionable recommendations for educators and institutions. Background: Online education has transformed traditional learning environments, increasing access and flexibility. However, HE programs, especially engineering, face significant challenges when transitioning from face-to-face formats to hybrid or fully online. Understanding the factors influencing student satisfaction in this context is crucial to enhance learning experiences. Research Questions: 1) What are the key barriers affecting learners’ satisfaction with online learning in higher engineering courses in Ireland? and 2) What is the degree of influence of these barriers on learner satisfaction? Methodology: Data were collected from 608 students enrolled in HE engineering courses in Ireland. The study used partial least squares structural equation modeling (PLS-SEM) to analyze the interaction between six key factors categorized into personal and technical domains. Findings: Learner motivation, online learning tools optimization, and addressing psychological well-being emerged as critical elements to improve student satisfaction. Contrary to expectations, increased use of asynchronous communication channels and greater Internet connectivity did not significantly contribute to higher satisfaction levels. These findings provide valuable insights for improving the online learning experience in HE engineering education.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"68 4","pages":"336-345"},"PeriodicalIF":2.0,"publicationDate":"2025-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144781988","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 IEEE教育出版信息汇刊

IF 2.1 2区工程技术

IEEE Transactions on Education Pub Date : 2025-06-04 DOI: 10.1109/TE.2025.3571239

引用次数: 0

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 : 2025-06-04 DOI: 10.1109/TE.2025.3571241

引用次数: 0