IEEE Transactions on Education最新文献_第3页

Fostering Engineering Troubleshooting Proficiency: A Real-World Scenario-Based Electrical Training Hardware Using Embedded System 培养工程故障排除能力：使用嵌入式系统的基于现实场景的电气培训硬件

IF 2.1 2区工程技术

IEEE Transactions on Education Pub Date : 2025-04-28 DOI: 10.1109/TE.2025.3559953

Rona Riantini;Mochamad Hariadi;Supeno Mardi Susiki Nugroho;Diah Puspito Wulandari;Wahyu Suci Rohqani

{"title":"Fostering Engineering Troubleshooting Proficiency: A Real-World Scenario-Based Electrical Training Hardware Using Embedded System","authors":"Rona Riantini;Mochamad Hariadi;Supeno Mardi Susiki Nugroho;Diah Puspito Wulandari;Wahyu Suci Rohqani","doi":"10.1109/TE.2025.3559953","DOIUrl":"https://doi.org/10.1109/TE.2025.3559953","url":null,"abstract":"Contribution: This article proposes the systematic integration of embedded systems into training hardware to bridge the gap in structured troubleshooting education. Traditional methods often rely on manual explanations, virtual simulations, or on-the-job training, which lack structured learning experiences. The proof-of-work module, developed based on the proposed framework, effectively simulates challenging scenarios, providing real-life troubleshooting experiences that significantly increase motivation for further learning. Background: Troubleshooting competence is typically acquired through experiential engagement and unforeseen challenges, rarely structured as a deliberate educational endeavor. Simulating real problematic conditions also poses challenges due to their complexity or potential dangers. Intended Outcome: A framework that facilitates the representation of real-life troubleshooting situations using hardware prototypes with multiple scenarios. A proven implementation, a ship’s electrical earth fault troubleshooting training hardware, exemplifies the utilization of embedded systems using the proposed framework. Application Design: Experiential Learning is commonly used to develop troubleshooting proficiency. Providing deliberate multiple scenarios through training hardware will give much more experience than unforeseen challenges in job training. Findings: The findings demonstrated statistically significant benefits of the new hardware with the embedded system in increasing user interest for further learning and product presentation, with a 95% confidence interval and significant differences adjusted p-values = 0.049. It provides evidence of embedded systems’ effectiveness and suggests their potential applications in engineering education, particularly in the electrical engineering field.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"68 3","pages":"303-311"},"PeriodicalIF":2.1,"publicationDate":"2025-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144213535","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}

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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 : 2025-04-21 DOI: 10.1109/TE.2025.3554092

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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 : 2025-04-21 DOI: 10.1109/TE.2025.3554090

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2024 IEEE Educational Activities Board Award 2024年IEEE教育活动委员会奖

IF 2.1 2区工程技术

IEEE Transactions on Education Pub Date : 2025-04-21 DOI: 10.1109/TE.2025.3553990

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IEEE Transactions on Education Reviewers 2024 电气和电子工程师学会《教育学报》2024 年审稿人

IF 2.1 2区工程技术

IEEE Transactions on Education Pub Date : 2025-04-21 DOI: 10.1109/TE.2025.3544467

引用次数: 0

Rethinking Gender Inclusion in Course Curricula: Opening Pandora’s Box in STEM Education 重新思考课程中的性别包容：打开STEM教育的潘多拉盒子

IF 2.1 2区工程技术

IEEE Transactions on Education Pub Date : 2025-04-21 DOI: 10.1109/TE.2025.3558122

Mariza Tsakalerou;Asma Perveen;Alibek Ayapbergenov;Dinara Dikhanbayeva;Yevgeniy Lukhmanov

{"title":"Rethinking Gender Inclusion in Course Curricula: Opening Pandora’s Box in STEM Education","authors":"Mariza Tsakalerou;Asma Perveen;Alibek Ayapbergenov;Dinara Dikhanbayeva;Yevgeniy Lukhmanov","doi":"10.1109/TE.2025.3558122","DOIUrl":"https://doi.org/10.1109/TE.2025.3558122","url":null,"abstract":"Contribution: This research examines undergraduate students’ perceptions in engineering disciplines toward gender inclusivity in course curricula, focusing on three essential pillars of curricular design: course content, teaching methodology, and course assessment.Background: The shortage of women representation in STEM fields, particularly in engineering, poses a developmental challenge for economies, especially in developing countries transitioning to the knowledge economy. While multiple factors likely influence women’s participation in engineering, this study focuses specifically on how men-centric engineering curricula affect differently male and female students’ satisfaction and perceptions of their educational experience.Research Questions:1) How do perceptions of gender inclusivity in engineering curricula differ between women and men students across the three pillars of course content, teaching methodology, and assessment processes?2) How do students’ perceptions of gender inclusivity in engineering curricula change as they progress through their studies, and do these changes differ between genders?Methodology: The study focuses on Kazakhstan, a country with industrial development and gender diversity issues in engineering despite overall gender parity in its scientific workforce. It utilizes a quantitative approach, incorporating a curriculum-focused survey and inferential statistical tests.Findings: The findings reveal gender differences in perceptions of the three curriculum pillars. As students progress through their studies, women’s satisfaction with the curricula significantly deteriorates over time, while men’s satisfaction remains relatively stable. While these findings suggest curricular factors may influence women’s experiences in engineering education, further research is needed to understand the interplay between curricular aspects and other influences, such as societal factors and institutional environments.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"68 3","pages":"293-302"},"PeriodicalIF":2.1,"publicationDate":"2025-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144213663","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

2024 IEEE Education Society Awards 2024 年电气和电子工程师学会教育学会奖

IF 2.1 2区工程技术

IEEE Transactions on Education Pub Date : 2025-04-21 DOI: 10.1109/TE.2025.3553928

引用次数: 0

Promoting Rural Entrepreneurship Through Technology: A Case Study Using Productivity Enhancing Technology Experience Kits (PETE-Kits) 以技术促进农村创业：以提高生产力的技术经验包为例

IF 2.1 2区工程技术

IEEE Transactions on Education Pub Date : 2025-04-16 DOI: 10.1109/TE.2025.3557023

Matthew W. Rutherford;Brian E. Whitacre;Levi Captain;Sabit Ekin;Julie Angle;Tom Hensley;John F. O’Hara

{"title":"Promoting Rural Entrepreneurship Through Technology: A Case Study Using Productivity Enhancing Technology Experience Kits (PETE-Kits)","authors":"Matthew W. Rutherford;Brian E. Whitacre;Levi Captain;Sabit Ekin;Julie Angle;Tom Hensley;John F. O’Hara","doi":"10.1109/TE.2025.3557023","DOIUrl":"https://doi.org/10.1109/TE.2025.3557023","url":null,"abstract":"Contribution: Case study of a rural-focused educational program with two components: 1) introducing high school students and teachers to smart and connected technologies (SCTs) that can be used to solve local problems and 2) engaging the local community in supporting local technology-driven entrepreneurship. Background: Rural communities typically lag behind in terms of participation in the digital economy, and use of technology in general. Yet they often have the most to gain, due to high rates of self-employment and fewer private-sector job opportunities. Research Questions: Can a broadly scoped rural technology education program lead to improvements in 1) student and teacher SCT awareness; 2) SCT skills; and 3) aspirations for future SCT use directed toward entrepreneurship and overall community wellbeing? Methodology: A multidisciplinary team used a mixed-methods approach to engage a rural high school robotics team as well as the local community. Over the course of one year, students took part in hands-on-training with SCTs (“PETE-Kits” and associated curriculum) and brainstormed entrepreneurial projects via ideation events. Community members were involved at the beginning and end of the project, including judging a “shark-tank” style event where student business ideas using SCT were presented. Findings: Results from student pre/post activity assessments suggest that the program was effective at increasing comfort with technology and combining technical skills with entrepreneurial opportunities. Post surveys from community members, including teachers, demonstrated clear support for the program and an appreciation of how SCTs/digital skills could benefit the local economy and wellbeing.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"68 3","pages":"281-292"},"PeriodicalIF":2.1,"publicationDate":"2025-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10966454","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144213665","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}

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Exploring the Role of Interfaces in Microcontroller Circuits: An Analysis of Students’ Performance and Usability 探索接口在微控制器电路中的作用：学生的表现和可用性分析

IF 2.1 2区工程技术

IEEE Transactions on Education Pub Date : 2025-03-31 DOI: 10.1109/TE.2025.3551927

Sokratis Tselegkaridis;Theodosios Sapounidis;Christos Tokatlidis;Dimitrios Papakostas

{"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}

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Experimenting Team-Based Learning in a Large Computer Networks Class 在计算机网络大班进行团队学习实验

IF 2.1 2区工程技术

IEEE Transactions on Education Pub Date : 2025-03-26 DOI: 10.1109/TE.2025.3549688

Paolo Casari;Sabrina Maniero;Andrea Rosani;Federica Picasso;Anna Serbati

{"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}

引用次数: 0