IEEE Transactions on Education最新文献_第7页

Inquiring Rather Than Informing: An Approach for Holistic Development of Science and Engineering Student 探究而非灌输：全面培养理工科学生的方法

IF 2.1 2区工程技术

IEEE Transactions on Education Pub Date : 2024-06-12 DOI: 10.1109/TE.2024.3411107

Sherif Welsen

{"title":"Inquiring Rather Than Informing: An Approach for Holistic Development of Science and Engineering Student","authors":"Sherif Welsen","doi":"10.1109/TE.2024.3411107","DOIUrl":"10.1109/TE.2024.3411107","url":null,"abstract":"Contribution: This article explores the impact of academic coaching on science and engineering students through a pilot study. The study proposes integrating academic coaching as a standard component of the student support framework. Background: Unlike mentoring or informing, coaching or inquiring practice encourages higher education students to engage in critical thinking and analyze complex problems, which can enhance their problem-solving skills. This helps students discover situations and options on their own, leading to the creation of action plans. Research Questions: 1) What is the degree of influence that the academic coaching approach has on the personal development of students? and 2) In what ways has academic coaching facilitated the achievement of academic goals for science and engineering students? Methodology: The coaching program was created for a one-semester term and was offered free to students at the Faculty of Science and Engineering at the University of Nottingham Ningbo China. Students who participated were new to coaching and had limited knowledge of it. To collect data, a survey was conducted using MS Forms, consisting of Likert and open-ended questions, and was distributed among the students who joined the coaching program. A total of 42 students participated, resulting in a participation rate of approximately 42%. Findings: The study discovered that integrating coaching practices could improve the holistic development of students. This has implications for the creation of student support systems in higher education, supporting personal tutorials, and strengthening the training of personal tutors and tutees.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"67 5","pages":"699-711"},"PeriodicalIF":2.1,"publicationDate":"2024-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141937430","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 Systematic Analysis of the Gap Between Academia and Industry Perspectives on Machine Learning Applications in Safety-Critical Systems 系统分析机器学习在安全关键型系统中应用的学术界与业界观点之间的差距

IF 2.1 2区工程技术

IEEE Transactions on Education Pub Date : 2024-06-12 DOI: 10.1109/TE.2024.3403792

Anwesa Das;Vinay Kumar;Aditya Narayan Hati;Sharda Bharti

{"title":"A Systematic Analysis of the Gap Between Academia and Industry Perspectives on Machine Learning Applications in Safety-Critical Systems","authors":"Anwesa Das;Vinay Kumar;Aditya Narayan Hati;Sharda Bharti","doi":"10.1109/TE.2024.3403792","DOIUrl":"10.1109/TE.2024.3403792","url":null,"abstract":"Machine learning (ML) is increasingly utilized in the development and assurance of safety-critical systems (SCSs) nowadays, much like other complex problems. Safety is the topmost priority in SCS, hence, developers who are working in this area must possess extensive knowledge of both ML and SCS. This article presents a methodical investigation that surveys engineering students and professionals in the industry to identify the disparities between the knowledge of students and the industry’s expectations during interviews with undergraduate (UG) and postgraduate (PG) students. The research questions (RQs) were developed based on the student’s proficiency in ML and SCSs, as well as the industry’s expertise in these areas. These questions were then analyzed to determine the factors contributing to the knowledge gap. In this study, a rigorous survey was carried out using two sets of questionnaires. The first set was distributed among UG and PG students from various government-sponsored and top private institutions in India who were preparing for job interviews. The second set was distributed among industry experts involved in recruiting these students. The responses from both sets of questionnaires were thoroughly analyzed to assess the students’ knowledge against the industry’s expectations for superior post-placement performance. The study revealed a substantial gap between the students’ knowledge and the industry’s expectations, underscoring the critical need for students to acquire a comprehensive understanding of SCSs and ML applications to effectively meet the industry’s requirements upon joining the organization.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"67 6","pages":"889-896"},"PeriodicalIF":2.1,"publicationDate":"2024-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141937431","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 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 2.1 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

{"title":"Enhancing Spatial-Reasoning Perception Using Virtual Reality Immersive Experience","authors":"Sheng-Ming Wang;Muhammad Ainul Yaqin;Vu Hong Lan","doi":"10.1109/TE.2024.3401839","DOIUrl":"10.1109/TE.2024.3401839","url":null,"abstract":"Contribution: This research provides insights into the applications of virtual reality (VR) in learning spatial reasoning, which could be utilized and developed in educational frameworks and settings, especially in science, technology, engineering, arts, and mathematics (STEAM), and other aspects. Background: Spatial reasoning and VR are essential for an effective STEAM strategy. Thus, professionals must constantly research to help learners explore spatial-reasoning perception. This research’s objective is to explore how VR can enhance spatial-reasoning consent of learning, specifically toward mental rotation and spatial visualization skills. Research Question: How does VR help learners embrace spatial-reasoning perception and experiences? Methodology: This study proposes a two-phase comparison experiment to explore the potential improvement of learning spatial-reasoning perception toward spatial abilities and experience in VR. In the first phase, participants experienced conventional hand drawing techniques before moving to the VR environment with the “Gravity Sketch” application, followed by a perceptional assessment in motivated strategies for learning questionnaire (MSLQ) and immersive evaluation with immersive tendency questionnaire (ITQ). In the second phase, participants are invited to conduct the conventional drawing session again, followed by interviews to gain further insights. A galvanic skin response (GSR) device is attached to collect reflection patterns during the whole experiment. Findings: The results support the hypotheses and reveal that VR can help to improve the learning experience and perception of spatial reasoning. Nevertheless, some limitations have been found, such as the small sample size of participants and the need to consider the level of complexity as a future concern.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"67 5","pages":"648-659"},"PeriodicalIF":2.1,"publicationDate":"2024-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141937432","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 2.6 2区工程技术

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

引用次数: 0

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 2.1 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

{"title":"IC-BTCN: A Deep Learning Model for Dropout Prediction of MOOCs Students","authors":"Xinhong Zhang;Xiangyu Wang;Jiayin Zhao;Boyan Zhang;Fan Zhang","doi":"10.1109/TE.2024.3398771","DOIUrl":"10.1109/TE.2024.3398771","url":null,"abstract":"Contribution: This study proposes a student dropout prediction model, named image convolutional and bi-directional temporal convolutional network (IC-BTCN), which makes dropout prediction for learners based on the learning clickstream data of students in massive open online courses (MOOCs) courses. Background: The MOOCs learning platform attracts hundreds of millions of users with in-depth teaching content and low-threshold learning methods. However, the high-dropout rate has always been its weakness compared with offline teaching. Intended Outcomes: The effectiveness of IC-BTCN model is evaluated on the KDD CUP 2015 dataset, including a large amount of clickstream data from the online learning platforms. The experimental results show that IC-BTCN model achieves an accuracy rate of 89.3%. Application Design: First, learning record data of students are converted into 3-D learning behavior matrix. Then, local features of the behavior matrix are extracted through convolutional techniques. These extracted learning features are then input into a temporal convolutional network to further refine the data. The temporal learning features of students are extracted through dilated causal convolution. Finally, a multilayer perceptron is used to derive the dropout prediction for students. Findings: Compared with three typical deep learning models, IC-BTCN model is advanced in accuracy and other evaluation indicators. On the premise of complying with the provisions of MOOCs platforms, the IC-BTCN model has good portability and practicability.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"67 6","pages":"974-982"},"PeriodicalIF":2.1,"publicationDate":"2024-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141937434","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

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

引用次数: 0

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

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":"67 4","pages":"602-609"},"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":"67 4","pages":"582-591"},"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":"67 4","pages":"592-601"},"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