IEEE Transactions on Education最新文献_第4页

Enhancing Spatial-Reasoning Perception Using Virtual Reality Immersive Experience 利用虚拟现实沉浸式体验增强空间推理感知能力

IF 2.6 2区工程技术

IEEE Transactions on Education Pub Date : 2024-06-05 DOI: 10.1109/te.2024.3401839

Sheng-Ming Wang, Muhammad Ainul Yaqin, Vu Hong Lan

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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 2.6 2区工程技术

IEEE Transactions on Education Pub Date : 2024-06-03 DOI: 10.1109/TE.2024.3401879

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IC-BTCN: A Deep Learning Model for Dropout Prediction of MOOCs Students IC-BTCN：用于预测 MOOCs 学生辍学情况的深度学习模型

IF 2.6 2区工程技术

IEEE Transactions on Education Pub Date : 2024-06-03 DOI: 10.1109/te.2024.3398771

Xinhong Zhang, Xiangyu Wang, Jiayin Zhao, Boyan Zhang, Fan Zhang

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FIE-TOE Guest Editorial Grand Challenges in Engineering and Computing Education: Beyond the Pandemic FIE-TOE 特邀编辑：工程与计算机教育的重大挑战：超越流行病

IF 2.6 2区工程技术

IEEE Transactions on Education Pub Date : 2024-06-03 DOI: 10.1109/TE.2024.3382848

Campbell R. Bego;Joshua C. Nwokeji;Deborah A. Trytten

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

IF 2.6 2区工程技术

IEEE Transactions on Education Pub Date : 2024-06-03 DOI: 10.1109/TE.2024.3401881

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Students’ Perceptions on Adaptations and Workload Versus Artifacts in a Project-Based Scrum-Variant Course 学生对基于项目的 Scrum 变体课程中的适应性和工作量与人工制品的看法

IF 2.6 2区工程技术

IEEE Transactions on Education Pub Date : 2024-05-31 DOI: 10.1109/te.2024.3397746

Georgia M. Kapitsaki

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Developing Future Computational Thinking in Foundational CS Education: A Case Study From a Liberal Education University in India 在 CS 基础教育中培养未来的计算思维：印度一所通识教育大学的案例研究

IF 2.6 2区工程技术

IEEE Transactions on Education Pub Date : 2024-05-15 DOI: 10.1109/te.2024.3394060

Balaji Kalluri, Prajish Prasad, Prakrati Sharma, Divyaansh Chippa

引用次数: 0

Learning by Teaching: Creation of Tutorials in the Field of Vocational Training 以教促学：在职业培训领域创建教程

IF 2.1 2区工程技术

IEEE Transactions on Education Pub Date : 2024-04-29 DOI: 10.1109/TE.2024.3387336

Isaac Lozano-Osorio;Sonia Ruiz-Olmedilla;Diana Pérez-Marín;Maximiliano Paredes-Velasco

{"title":"Learning by Teaching: Creation of Tutorials in the Field of Vocational Training","authors":"Isaac Lozano-Osorio;Sonia Ruiz-Olmedilla;Diana Pérez-Marín;Maximiliano Paredes-Velasco","doi":"10.1109/TE.2024.3387336","DOIUrl":"10.1109/TE.2024.3387336","url":null,"abstract":"Contribution: A methodology based on the learning by teaching approach facilitated by a mobile learning tool for creating tutorials. A study of the impact this methodology has had on the emotional well-being of students and its correlation with academic performance has also been carried out. Background: Insufficient resources and the absence of targeted teaching methods for technical content in vocational training may impact academic outcomes and lead to student demotivation. Previous studies indicate that employing active group methodologies contributes to the improvement of educational quality and positively influences the emotional well-being of students. Intended Outcomes: Improved academic performance, motivation levels, and collaborative work among peers, particularly within vocational training cycles. Application Design: A quasi-experimental design with a pre–post assessment of knowledge and emotional states. The study was carried out with 131 vocational training students, with one group following a conventional master class methodology that used practical activities, and another group following the learning by teaching methodology, where students created explanatory tutorials for their peers using a mobile application. Findings: Students who followed the proposed methodology significantly improved learning results compared to those who followed the traditional methodology. This improvement was evident both at the end of the experience and in the final evaluation of the course. Moreover, results revealed that the emotions of enjoyment and pride at the end of the learning process positively correlated with the acquisition of knowledge and that this correlation was more pronounced within the cohort that followed the learning by teaching methodology.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140837750","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

The Impact of Scaffolding and Reflection During Problem Scoping in Capstone Design 顶点设计中问题范围界定过程中脚手架和反思的影响

IF 2.1 2区工程技术

IEEE Transactions on Education Pub Date : 2024-04-24 DOI: 10.1109/TE.2024.3380413

S. Misra;D. Wilson

{"title":"The Impact of Scaffolding and Reflection During Problem Scoping in Capstone Design","authors":"S. Misra;D. Wilson","doi":"10.1109/TE.2024.3380413","DOIUrl":"10.1109/TE.2024.3380413","url":null,"abstract":"Contribution: This article explored problem scoping in an industry sponsored engineering design capstone course before and during the COVID-19 pandemic. It employs reflection-in-action and quantitative action research, to demonstrate how the pandemic offered an opportunity for 1) students to develop their problem scoping skills and 2) for the instruction team to design novel reflection-based interventions to support students’ problem scoping process. Background: Despite the importance of problem scoping in engineering design, its development in engineering undergraduates, especially during crises, such as the COVID-19 pandemic, remains understudied. While the pandemic’s impact on higher education is generally perceived to have been negative, this article presents a different perspective, suggesting it may have improved students’ reflective practices. This is examined by comparing three cohorts of students who participated in the capstone prepandemic (2019), at the onset of the pandemic (2020), and a year after the pandemic began (2021). Research Question: How did students’ problem scoping skills change due to pandemic-motivated interventions in 2020 and 2021? Methodology: A quantitative action research approach was utilized due to the iterative nature of the interventions designed in response to the pandemic. Scoping metrics were derived from final project reports and compared across cohorts using nonparametric statistical tests. Nonparametric tests were selected due to small sample sizes and violation of the assumption of normality and homogeneity of variance. Findings: Increasing opportunities for reflection-in-action lead to improved design performance (with nuances) underscoring the importance of teaching reflective design practices to engineering students to better equip for complex design problem-solving.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140799102","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

Toward Uncovering Meaning in Human-Robot Interactions 探索人与机器人互动的意义

IF 2.1 2区工程技术

IEEE Transactions on Education Pub Date : 2024-04-24 DOI: 10.1109/TE.2024.3384255

John R. Haughery

{"title":"Toward Uncovering Meaning in Human-Robot Interactions","authors":"John R. Haughery","doi":"10.1109/TE.2024.3384255","DOIUrl":"10.1109/TE.2024.3384255","url":null,"abstract":"Contribution: This study qualitatively uncovered meaning for why and what was motivating to undergraduates participating in an educational human—robot interaction (HRI) experience. A data corpus of four documents (groups) was evaluated from a quasi-experimental, nonequivalent control (\u0000<inline-formula> <tex-math>${n},,=$ </tex-math></inline-formula>\u0000 23) and treatment (\u0000<inline-formula> <tex-math>${n},,=$ </tex-math></inline-formula>\u0000 61) research design revealing three themes attributing meaning for why and what was motivating to students. Background: Engineering education literature has indicated a positive impact on student motivation and academic success from HRIs. However, rigorous research that attributes meaning for why and what are motivating to students in these HRI experiences is not readily available. Intended Outcomes: Results of this study represent substantial findings that answer questions of why and what are motivating in HRI experiences. However, future research is needed to further understand the nuanced dynamics and multidimensional aspects of motivation in HRIs. Application Design: To analyze the qualitative open-ended survey responses from students, structured term frequency (tf), tf – inverse document frequency (tf-idf), latent Dirichlet allocation (LDA) modeling, and content analysis were used, as these approaches are typical in computational text mining. Findings: When describing motivation toward the HRI, students were found to form a common lexicon to attribute why and what was motivating (e.g., “…[being] abl[e]” [to] see [the] robot follow [the line]…”). This suggests that the tangible, visual, immediate feedback experienced by students was why and what motivated them.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140799326","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