IEEE Transactions on Education最新文献_第8页

Impact of NEWTON Technology-Enhanced Learning Solutions on Knowledge Acquisition in Pilots Involving Students With Hearing Impairments NEWTON 技术强化学习解决方案对听障学生知识获取试点的影响

IF 2.6 2区工程技术

IEEE Transactions on Education Pub Date : 2024-04-18 DOI: 10.1109/TE.2024.3378103

Marilena Bratu;Cristina Hava Muntean;Cristian Buică-Belciu;Sabina Stan;Gabriel-Miro Muntean

{"title":"Impact of NEWTON Technology-Enhanced Learning Solutions on Knowledge Acquisition in Pilots Involving Students With Hearing Impairments","authors":"Marilena Bratu;Cristina Hava Muntean;Cristian Buică-Belciu;Sabina Stan;Gabriel-Miro Muntean","doi":"10.1109/TE.2024.3378103","DOIUrl":"10.1109/TE.2024.3378103","url":null,"abstract":"Contributions: This article presents the results of a study carried out as part of two large-scale pilots and analyzes the impact of the use of modern technologies in education in term of knowledge acquisition in case of students with hearing disabilities. Background: Teaching topics from STEM area is a challenging task for all teachers who have students with hearing disabilities in their class. On the one hand, because of the high degree of difficulty of the information in this field and on the other hand, because of the difficulties that students with hearing disabilities face in understanding this information. In this context, the use of modern technologies in education, but especially the way they are used together with traditional ones, can provide great support for teachers of students with special needs. Intended Outcomes: A set of modern technologies, i.e., virtual lab, virtual reality (VR), in the game-based learning context of the EU-funded NEWTON project, were employed in education as part of the Earth Course. The goal was to increase the accessibility of STEM information in the area of natural sciences for the benefit of students, especially those with hearing disabilities. Application Design: The study targeted secondary school students with hearing disabilities. Content related to natural sciences (i.e., wildlife and sealife) was presented as part of the Earth Course via innovative applications that included virtual laboratories and VR. Avatars were used to support the students with special needs (sign-language translation). Findings: The results of this study demonstrate that the use of modern technologies, combined with game-based learning in science lessons for students with hearing disabilities, contribute to increasing their knowledge level. The best results were obtained when these technologies were used in mixed lessons, alongside the traditional teaching methods.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"67 3","pages":"472-482"},"PeriodicalIF":2.6,"publicationDate":"2024-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140629200","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

Empowering STEAM Activities With Artificial Intelligence and Open Hardware: The BitDogLab 利用人工智能和开放式硬件增强 STEAM 活动的能力：比特狗实验室

IF 2.6 2区工程技术

IEEE Transactions on Education Pub Date : 2024-04-15 DOI: 10.1109/TE.2024.3377555

Fabiano Fruett;Fernanda Pereira Barbosa;Samuel Cardoso Zampolli Fraga;Pedro Ivo Aragão Guimarães

{"title":"Empowering STEAM Activities With Artificial Intelligence and Open Hardware: The BitDogLab","authors":"Fabiano Fruett;Fernanda Pereira Barbosa;Samuel Cardoso Zampolli Fraga;Pedro Ivo Aragão Guimarães","doi":"10.1109/TE.2024.3377555","DOIUrl":"10.1109/TE.2024.3377555","url":null,"abstract":"Open-source hardware and software platforms have played an important role in democratizing access to technology and education in computer science and engineering. Recent advancements in tools, such as KiCad, MicroPython, and Thonny, integrated development environment potentially accelerate low-budget educational applications, providing a smooth and consistent learning curve for users. The BitDogLab, utilizing these platforms, is designed and developed for Science, Technology, Engineering, Arts, and Mathematics activities based on the Raspberry Pi Pico Board, featuring artificial intelligence (AI)-supported programming via the GPT model. BitDogLab is an open-source hardware solution with a flexible design for continuous expansion in both software and hardware areas. Its functionality, based on open-source code, can be enhanced by integrating various software resources. Additionally, BitDogLab’s adaptability to sophisticated hardware like robotic systems or advanced sensors expands its educational applications. An evaluation of BitDogLab, conducted through a hands-on workshop at the Latin America Open Technology Conference—Latinoware 2023, revealed unanimous interest among 36 respondents, mainly for teaching programming (58%), and valuing its low cost, diverse components, and ease of AI-assisted programming. 75% of respondents expressed a strong desire to use BitDogLab, despite 19% preferring familiar boards like Arduino or Micro:bit. The project’s open distribution encourages community contributions, promoting collaborative learning and innovation from children to preuniversity students.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"67 3","pages":"462-471"},"PeriodicalIF":2.6,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140563898","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

Assessing Engineering Students’ Systems Thinking and Modeling Based on Their Online Learning 基于在线学习评估工科学生的系统思维和建模能力

IF 2.6 2区工程技术

IEEE Transactions on Education Pub Date : 2024-04-10 DOI: 10.1109/TE.2024.3379218

Roee Peretz;Natali Levi-Soskin;Dov Dori;Yehudit Judy Dori

{"title":"Assessing Engineering Students’ Systems Thinking and Modeling Based on Their Online Learning","authors":"Roee Peretz;Natali Levi-Soskin;Dov Dori;Yehudit Judy Dori","doi":"10.1109/TE.2024.3379218","DOIUrl":"10.1109/TE.2024.3379218","url":null,"abstract":"Contribution: Model-based learning improves systems thinking (ST) based on students’ prior knowledge and gender. Relations were found between textual, visual, and mixed question types and student achievements. Background: ST is essential to judicious decision-making and problem-solving. Undergraduate students can be taught to apply better ST, and analysis of their online systems modeling processes can improve their ST. Research Questions: 1) What is the effect, if any, of online learning on the ST and conceptual modeling skill levels of undergraduate engineering students? 2) What differences are there, if any, between students’ ST, conceptual modeling, and scores in textual, visual, and mixed question types based on their prior knowledge levels? and 3) Are there any gender differences in student performance, and if so, what are they? Methodology: The research participants were 157 undergraduate engineering students who took part in a mandatory second-year course, during which data were collected and analyzed quantitatively. Findings: Students with disparate prior knowledge differed significantly from each other in their overall ST mean score and in the mean scores of the various question types. Gender differences in ST and its relative improvement were also found.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"67 3","pages":"483-490"},"PeriodicalIF":2.6,"publicationDate":"2024-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140563333","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

Conceptualizing the Sample Mean: Insights for Computer Engineering Students in the Learning Process 抽样平均值的概念化：对计算机工程专业学生学习过程的启示

IF 2.1 2区工程技术

IEEE Transactions on Education Pub Date : 2024-04-10 DOI: 10.1109/TE.2024.3376795

Fulya Kula;Nelly Litvak;Tracy S. Craig

{"title":"Conceptualizing the Sample Mean: Insights for Computer Engineering Students in the Learning Process","authors":"Fulya Kula;Nelly Litvak;Tracy S. Craig","doi":"10.1109/TE.2024.3376795","DOIUrl":"10.1109/TE.2024.3376795","url":null,"abstract":"The sample mean in statistics is a concept of great importance, with its properties being extensively utilized in other areas, such as computer science. This research centers on the concept of the sample mean and its characteristics in a cohort of computer engineering students undertaking a required course in statistics at a university in the Netherlands. The objective of this study was to analyze students’ comprehension of the fundamental structure, properties, and applications of the sample mean. A digital mini-course on sample mean was developed and employed with 97 students, who had the option to apply the concepts at their own pace. The action-process-object-schema (APOS) theoretical framework was utilized to analyze the interview responses of seven participants. The majority of participants were able to demonstrate an understanding of the Process conception of the sample mean, with only a minority demonstrating an understanding of the Object conception. The lack of comprehension of the sample mean hindered students’ capacity to effectively utilize the associated applications and properties. These findings imply that educators should strive to ensure that students have a sound comprehension of the sample mean so that they are better equipped to work with related applications. Suggestions of this study and further research ideas are indicated.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"67 4","pages":"574-581"},"PeriodicalIF":2.1,"publicationDate":"2024-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140563340","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

2023 IEEE Education Society Awards 2023 年电气和电子工程师学会教育学会奖

IF 2.6 2区工程技术

IEEE Transactions on Education Pub Date : 2024-04-09 DOI: 10.1109/TE.2024.3379716

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 : 2024-04-09 DOI: 10.1109/TE.2024.3375233

引用次数: 0

2023 IEEE Educational Activities Board Awards 2023 年电气和电子工程师学会教育活动委员会奖

IF 2.6 2区工程技术

IEEE Transactions on Education Pub Date : 2024-04-09 DOI: 10.1109/TE.2024.3351028

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 : 2024-04-09 DOI: 10.1109/TE.2024.3375231

引用次数: 0

Assessing the Effectiveness of UMP STEM Cube as a Tool for Developing Digital Making Skill Sets 评估 UMP STEM 立方体作为数字制作技能集开发工具的有效性

IF 2.1 2区工程技术

IEEE Transactions on Education Pub Date : 2024-04-05 DOI: 10.1109/TE.2024.3376448

Nurul Hazlina Noordin;Kamil Khalili Bin Haji Abdullah;Phuah Soon Eu

{"title":"Assessing the Effectiveness of UMP STEM Cube as a Tool for Developing Digital Making Skill Sets","authors":"Nurul Hazlina Noordin;Kamil Khalili Bin Haji Abdullah;Phuah Soon Eu","doi":"10.1109/TE.2024.3376448","DOIUrl":"10.1109/TE.2024.3376448","url":null,"abstract":"Contribution: This study presents an innovative experiential learning model utilizing an educational pico satellite kit as a tool for cultivating digital making skills. The distinct approach showcases a positive impact on students’ learning experiences and serves as a motivating force, offering valuable implications for engineering and technical education. Background: In response to the dynamic technological landscape and escalating demand for digital making skills, this research addresses the need for cutting-edge educational tools. The UMP STEM Cube, strategically designed to elevate hands-on learning in digital making, emerges as a promising applicable solution across diverse educational programs. Intended Outcomes: An experiential learning module that elevates digital making skills in engineering education, specifically focusing on programming competencies and proficiency in physical computing. This study conducts an evaluation of the UMP STEM Cube’s influence on experiential learning and skill development. Application Design: The instructional approach of employing the UMP STEM Cube aligns with Kolb’s Experiential Learning Theory. The modular design of the UMP STEM Cube bridges the theoretical–practical gap in digital making education, fostering a holistic and impactful learning experience. Findings: This study establishes a correlation between hands-on engagement with the UMP STEM Cube and a significant learning gain in programming competencies and physical computing skills among students. Participants’ positive perceptions, better competency in programming, and increased interest in digital making activities further emphasizes the efficacy of the UMP STEM Cube in fostering digital making skill sets.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"67 6","pages":"857-867"},"PeriodicalIF":2.1,"publicationDate":"2024-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140563337","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

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 2.1 2区工程技术

IEEE Transactions on Education Pub Date : 2024-03-31 DOI: 10.1109/TE.2024.3397746

Georgia M. Kapitsaki

{"title":"Students’ Perceptions on Adaptations and Workload Versus Artifacts in a Project-Based Scrum-Variant Course","authors":"Georgia M. Kapitsaki","doi":"10.1109/TE.2024.3397746","DOIUrl":"10.1109/TE.2024.3397746","url":null,"abstract":"Contribution: Reporting of students’ view on the use of preparatory sprint and virtual meetings, as well as on the workload effort in combination with coding artifacts in a Scrum-variant project-based course. Background: Scrum has been adopted to a large extent in Software Engineering (SE) courses. Relevant aspects have been examined in the literature, such as the overall course experience from the side of the instructors and the students, the challenges of adapting Scrum for the classroom and training on specific roles. Intended Outcomes: To design a course that allows students to come in contact with developing projects from the industry as would be performed in a company context using Scrum. The main aim was to document aspects of the students’ experience in this context (e.g., workload view in the framework of the team), which—together with the use of objective data, i.e., development artifacts—can assist in understanding students better. Application Design: Drawing upon the previous teaching experience, a Scrum-variant in a project-based SE course was designed, examining how students perceive it in relation to the following aspects: Scrum adaptations in the classroom, workload in the team. How these compare with the actual development work performed by students is also investigated. Findings: The results from two consecutive years of teaching the course (2020 and 2021), applying quantitative analysis on the data, show that students need some time to become productive and estimate user stories correctly but are aware of their development effort within the team.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"67 5","pages":"639-647"},"PeriodicalIF":2.1,"publicationDate":"2024-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141188314","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