IEEE Transactions on Education最新文献_第9页

Video Visualization Profile Analysis in Online Courses 在线课程中的视频可视化概况分析

IF 2.1 2区工程技术

IEEE Transactions on Education Pub Date : 2024-03-30 DOI: 10.1109/TE.2024.3396296

Gonzalo Martínez-Muñoz;Miguel Ángel Álvarez-Rodríguez;Estrella Pulido-Cañabate

引用次数: 0

PV-MPPT Lab: A GUI-Based Education Tool for MPPT Techniques PV-MPPT 实验室：基于图形用户界面的 MPPT 技术教育工具

IF 2.6 2区工程技术

IEEE Transactions on Education Pub Date : 2024-03-27 DOI: 10.1109/TE.2024.3373891

Korhan Kayisli;Ruhi Zafer Caglayan;Ilhami Colak

{"title":"PV-MPPT Lab: A GUI-Based Education Tool for MPPT Techniques","authors":"Korhan Kayisli;Ruhi Zafer Caglayan;Ilhami Colak","doi":"10.1109/TE.2024.3373891","DOIUrl":"10.1109/TE.2024.3373891","url":null,"abstract":"This article aims to present the design of a GUI application that serves as an educational and analytical tool. The GUI application is intended for educational purposes, allowing users to learn about the linear and renewable energy sources. This GUI has been designed to explain, teach, and implement maximum power point tracking (MPPT) techniques that enable maximum power extraction from photovoltaic (PV) panels. Contribution: This study introduces a novel educational tool designed to enhance the understanding of different MPPT methods among engineering students. The GUI tool was implemented and utilized throughout a semester in the course named power electronic applications in power systems, specifically aimed at postgraduate level students. Background: Engineering students often encounter challenges in grasping advanced concepts, such as MPPT techniques, which are crucial for optimizing the performance of PV systems. Traditional teaching methods may not fully address the learning needs of students in this complex subject area. Research Question: How does the use of a GUI-based educational tool for MPPT techniques impact the learning outcomes and attitudes of engineering students in a postgraduate course? Methodology: The effectiveness of the GUI was assessed by comparing the performance of students who used this tool with those from the previous year who did not. The study involved a semester-long deployment of the tool in the power electronic applications in power systems course, with participation from students specializing in renewable energy engineering. Findings: Preliminary findings suggest an improvement in the performance of students using the PV-MPPT Lab compared to those from the previous year. The study also indicates positive student attitudes toward the GUI tool, highlighting its potential as an effective learning aid in engineering education.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"67 3","pages":"453-461"},"PeriodicalIF":2.6,"publicationDate":"2024-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140312131","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 Mars Exploration Control Virtual Simulation Experiment Platform for Engineering Practice in Control Engineering Education 面向控制工程教育工程实践的火星探测控制虚拟仿真实验平台

IF 2.1 2区工程技术

IEEE Transactions on Education Pub Date : 2024-03-24 DOI: 10.1109/TE.2024.3392332

Zeyu Wang;Yixin Liu;Lingling Wang;Li Fu

{"title":"A Mars Exploration Control Virtual Simulation Experiment Platform for Engineering Practice in Control Engineering Education","authors":"Zeyu Wang;Yixin Liu;Lingling Wang;Li Fu","doi":"10.1109/TE.2024.3392332","DOIUrl":"10.1109/TE.2024.3392332","url":null,"abstract":"Contribution: This article presents a Mars Exploration Control Virtual Simulation Experiment Platform (MEC-vslab), which aims to address the current challenge of limited integration between control engineering education and engineering practice. MEC-vslab is oriented toward the practical needs of Mars exploration engineering. It offers unparalleled advantages by transcending temporal and spatial restrictions and has been applied to several basic control engineering curriculums.Background: Owing to the limited applicability of conventional control engineering education in practical engineering, students encounter difficulties in connecting theoretical knowledge with real-world application scenarios. Due to the impact of environmental complexity and conditional limitations, teaching laboratories cannot realistically reproduce aerospace engineering application environments and problems, making it difficult to develop students’ ability to solve unknown engineering problems.Intended Outcomes: MEC-vslab facilitates students in acquiring comprehensive control knowledge, encompassing Mars rovers and drones’ dynamics modeling, controller design, and parameter configuration for strongly coupled systems. By engaging with this virtual simulation platform, students develop a profound understanding of cutting-edge control engineering principles, augmenting their proficiency in employing control theory to address practical engineering challenges.Application Design: MEC-vslab as a part of the control-related theoretical curriculum, it encompasses three stages. By completing these stages in succession, students are able to apply their theoretical knowledge toward solving practical engineering problems in a virtual setting.Findings: The analysis based on positive student feedback as well as their learning behavior and questionnaire research that the MEC-vslab is an effective learning tool to integrate control engineering education with high-precision engineering practice needs.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"67 4","pages":"610-619"},"PeriodicalIF":2.1,"publicationDate":"2024-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141151603","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

Gamified Blockchain Education in Experiential Learning: An Analysis of Students’ Cognitive Well-Being 体验式学习中的游戏化区块链教育：学生认知幸福感分析

IF 2.1 2区工程技术

IEEE Transactions on Education Pub Date : 2024-03-20 DOI: 10.1109/TE.2024.3395617

Yung Po Tsang;Carman Ka Man Lee;Chun Ho Wu;Yanlin Li

{"title":"Gamified Blockchain Education in Experiential Learning: An Analysis of Students’ Cognitive Well-Being","authors":"Yung Po Tsang;Carman Ka Man Lee;Chun Ho Wu;Yanlin Li","doi":"10.1109/TE.2024.3395617","DOIUrl":"10.1109/TE.2024.3395617","url":null,"abstract":"Contribution: This research explores the effectiveness of a proposed teaching strategy in blockchain education, finding that it enhances learning outcomes, cognitive well-being, and student engagement in tertiary education, ultimately resulting in a shallower learning curve for STEM knowledge.Background: In the context of Industry 4.0, blockchain technology has emerged as a key driver of transformation in data management and system automation across a range of industrial applications. Despite its significance, the intricate theories and concepts associated with blockchain often serve as a deterrent for novice learners, inhibiting their ability to appreciate the value of industrial blockchain. Consequently, there is a pressing need to develop interactive teaching content that alleviates the steep learning curve.Intended Outcomes: The teaching strategy for the gamification in blockchain education is proposed, which positively influence students’ cognitive well-being in terms of knowledge retention, cognitive curiosity, and heightened enjoyment.Application Design: Based on the experimental learning theory, the gamification of blockchain education, namely “BlockTrainHK”, is implemented in the experimental learning cycle. Therefore, the gamified learning in experimental learning (GEL) strategy is proposed to examine the effectiveness of concrete experience, reflective observation, abstract conceptualization and active experimentation by two case studies.Findings: The results of the two-year study on the gamified blockchain education are encouraging: test groups using the GEL strategy were better in the cognitive well-being, and students’ cognitive well-being is positively proportional to the level of individual technical knowledge and skills.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"67 4","pages":"620-628"},"PeriodicalIF":2.1,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141151554","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

Making Activities for the Competency Development of School-Age Children 为学龄儿童的能力发展制作活动

IF 2.1 2区工程技术

IEEE Transactions on Education Pub Date : 2024-03-18 DOI: 10.1109/TE.2024.3370109

Lee Cheng;Wing Yan Jasman Pang

{"title":"Making Activities for the Competency Development of School-Age Children","authors":"Lee Cheng;Wing Yan Jasman Pang","doi":"10.1109/TE.2024.3370109","DOIUrl":"10.1109/TE.2024.3370109","url":null,"abstract":"Contributions: This study examined the effectiveness of making activities in fostering the competency development of school-age children engaged in a making program. The findings suggest that community-based makerspaces can provide autonomous and informal learning experiences, facilitating their competence development. When integrated with formal learning in schools, these experiences can facilitate a well-rounded education that nurtures 21st century skills in the younger generation. Background: The making program, hosted by community youth centers in Hong Kong, comprised a series of five workshops. These workshops provided guidance throughout the creative processes, encouraging participants to invent artefacts under the theme of “smart design for living.” Research Questions: What generic skills and other attributes can school-age children develop through making activities? What factors influence their development of generic skills and other attributes? What disparities emerged between their community-based and school-based making experiences? Methodology: The study utilized a mixed-method approach, encompassing of a pre- and post-test questionnaire survey involving school-age children who took part in the making workshops (\u0000<inline-formula> <tex-math>$N,,{=}$ </tex-math></inline-formula>\u0000 232), as well as semi-structured interviews with a subset of the participants (\u0000<inline-formula> <tex-math>$n,,{=}$ </tex-math></inline-formula>\u0000 25). Findings: Survey results revealed significant enhancements in participants’ information technology skills, communication skills and divergent thinking, along with a favorable acceptance of the making tools. Pertinent topics related to competency development, including age-related effects, computer accessibility, and mobile device ownership, were examined and discussed within the context of the study.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"67 6","pages":"846-856"},"PeriodicalIF":2.1,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10472109","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140171567","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}

引用次数: 0

Perspectives of English as a Medium of Instruction (EMI) Policy From Computer Instructors in Saudi Arabia 沙特阿拉伯计算机教师对英语作为教学媒介（EMI）政策的看法

IF 2.1 2区工程技术

IEEE Transactions on Education Pub Date : 2024-03-18 DOI: 10.1109/TE.2024.3369328

Shaykhah Saeed M. Raffaa;Munassir Alhamami;Nor Liza Bt. Haji Ali

{"title":"Perspectives of English as a Medium of Instruction (EMI) Policy From Computer Instructors in Saudi Arabia","authors":"Shaykhah Saeed M. Raffaa;Munassir Alhamami;Nor Liza Bt. Haji Ali","doi":"10.1109/TE.2024.3369328","DOIUrl":"10.1109/TE.2024.3369328","url":null,"abstract":"Contribution: This study advances the understanding of English as a medium of instruction (EMI) in computer science education by exploring computer instructors’ perspectives. Its unique contribution lies in a qualitative approach that uncovers the practical implications for policy and practice in the educational context. Background: The rationale for this study is the increasing global adoption of EMI in higher education, particularly in technical fields like computer science. The need to examine the real-world application and challenges of EMI, from the perspective of those directly involved in teaching, establishes its broad relevance. Intended Outcomes: The intended outcomes are to provide evidence-based recommendations for the EMI policy development and to enhance the quality of computer science education. The study aims to inform policy makers and educators about effective strategies and practices, ensuring a more successful implementation of EMI policies that cater to both instructors’ and students’ needs. Application Design: The study employs a qualitative methodology, utilizing semi-structured interviews with computer instructors. This design was chosen to deeply explore instructors’ experiences, beliefs, and strategies in EMI contexts, thus providing rich, contextualized insights into the practical aspects of the EMI policy implementation. Findings: The findings reveal several key challenges in implementing EMI, including limited English proficiency among instructors and students, and a lack of clear teaching and assessment guidelines. The study also identifies effective management strategies used by instructors, such as incorporating students’ mother tongue and adapting personal teaching methods. These findings highlight the need for comprehensive policy planning and support for instructors in EMI programs.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"67 6","pages":"817-828"},"PeriodicalIF":2.1,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140172954","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

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 2.1 2区工程技术

IEEE Transactions on Education Pub Date : 2024-03-15 DOI: 10.1109/TE.2024.3394060

Balaji Kalluri;Prajish Prasad;Prakrati Sharma;Divyaansh Chippa

{"title":"Developing Future Computational Thinking in Foundational CS Education: A Case Study From a Liberal Education University in India","authors":"Balaji Kalluri;Prajish Prasad;Prakrati Sharma;Divyaansh Chippa","doi":"10.1109/TE.2024.3394060","DOIUrl":"10.1109/TE.2024.3394060","url":null,"abstract":"Contribution: This article proposes a new theoretical model with a goal to develop future human computational thinking (CT) in foundational computer science (CS) education. The model blends six critical types of thinking, i.e., logical thinking, systems thinking, sustainable thinking, strategic thinking, creative thinking, and responsible thinking into the design of a first-year undergraduate programming course. The study describes a creative blended pedagogy that embeds the proposed model into the course plan.Background: The emergence of artificial intelligent systems such as large language models from a knowledge provider perspective, coupled with a gradual change in post-pandemic outlook of education challenge the relevance and raises concerns about the future of education. The 21st-century human CT requirements, viz., learning to code (skill) and thinking computationally (competency), will be inadequate in the future. Moreover, there is substantial evidence which shows that most introductory programming courses fail to integrate critical elements like ethics and responsibility as part of the course.Intended Outcomes: The authors anticipate experiential learning models such as this has immense potential to future-proof CS education, as well as make future software engineers responsible citizens.Application Design: The proposed model blends six types of thinking into the design and activities of the course. The underlying theoretical basis of these activities revolve around three key principles: 1) experiential learning; 2) self-reflection; and 3) peer learning.Findings: This case study from a liberal educational institution in India qualitatively shows evidence of students developing six critical elements of thinking that shapes their future CT ability.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"67 6","pages":"944-953"},"PeriodicalIF":2.1,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141061751","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

Concept Maps Afford Connections From Mathematics and Physics to Electrical Engineering Courses 将数学和物理与电气工程课程联系起来的概念图

IF 2.1 2区工程技术

IEEE Transactions on Education Pub Date : 2024-03-11 DOI: 10.1109/TE.2024.3367603

Carlotta Berry;Leanne Holder;Nicole Pfiester;Tracy Weyand

{"title":"Concept Maps Afford Connections From Mathematics and Physics to Electrical Engineering Courses","authors":"Carlotta Berry;Leanne Holder;Nicole Pfiester;Tracy Weyand","doi":"10.1109/TE.2024.3367603","DOIUrl":"10.1109/TE.2024.3367603","url":null,"abstract":"Contribution: Visual maps that illustrate how mathematics, physics, and electrical engineering classes are connected to each other during the first two years of the electrical engineering curriculum were developed. Key terminology and differences in presentation between fields are discussed. Background: Experience has shown that engineering students struggle when they need to use an approach from their mathematics or physics courses in their first- or second-year engineering courses. In particular, students have difficulty making connections between what they learned in mathematics and physics and how it applies to engineering problems. Improving students’ ability to identify the connections between fields could increase student resilience in their engineering coursework. Research Questions: 1) Can visual representations of topic connections between fields across the entry-level engineering curriculum increase student’s motivation for learning topics in physics and mathematics and improve their problem solving ability? 2) Are there language barriers or other differences between fields that hinder student learning? Methodology: A multidisciplinary team of faculty members from mathematics, physics, and electrical engineering developed visual representations of the links between the core electrical engineering, physics, and mathematics concepts required to solve problems that students will see in their early electrical engineering coursework. Inconsistencies in terminology or notation were explored and documented. Findings: The developed visual aids, coined systematic approach to problem solving (SAPS) maps, describe a mechanism for linking concepts and skills across the technical courses in the first two years of the electrical engineering curriculum.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"67 4","pages":"519-525"},"PeriodicalIF":2.1,"publicationDate":"2024-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140106862","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

Reducing the Impact of Emergency Remote Teaching Through an Understanding of Personal Digital Ecosystems 通过了解个人数字生态系统减少紧急远程教学的影响

IF 2.6 2区工程技术

IEEE Transactions on Education Pub Date : 2024-03-11 DOI: 10.1109/TE.2024.3368047

Peter Ilic

{"title":"Reducing the Impact of Emergency Remote Teaching Through an Understanding of Personal Digital Ecosystems","authors":"Peter Ilic","doi":"10.1109/TE.2024.3368047","DOIUrl":"10.1109/TE.2024.3368047","url":null,"abstract":"This two-phase mixed methodology study, relevant to STEM educational stakeholders and researchers in emergency remote teaching (ERT) and ICT for education, explored college students’ and graduates’ attitudes and usage patterns of educational ICT in the U.S. and Japan and identified affordances of the technology for both text and audio-based activities of various lengths. The research was divided into two phases, with the first a qualitative analysis utilizing a questionnaire and coding, which informed the second phase, a quantitative analysis of device and activity associations utilizing \u0000<inline-formula> <tex-math>$k$ </tex-math></inline-formula>\u0000-means analysis. The findings suggest that these participants have a sophisticated understanding of their personal digital ecosystems and practice a form of dynamic “affordance switching” that matches devices to activities. This is reassuring when considering the need for a sudden move to off-site teaching necessitated by an ERT. The \u0000<inline-formula> <tex-math>$k$ </tex-math></inline-formula>\u0000-means analysis identified three main devices out of six commonly used devices and associated those three with specific task characteristics. The Laptop PC was the most universally associated device, followed by the smartphone and traditional paper-based nondigital devices. These findings can inform administrators seeking to supply devices to students during ERT on a limited budget.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"67 3","pages":"336-342"},"PeriodicalIF":2.6,"publicationDate":"2024-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10466595","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140106864","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}

引用次数: 0

Transdisciplinarity and Team-Based Learning: Strategies for an Introductory Programming Course 跨学科和团队学习：编程入门课程的策略

IF 2.6 2区工程技术

IEEE Transactions on Education Pub Date : 2024-03-07 DOI: 10.1109/TE.2024.3367617

Rocio Ramos-Rodriguez;Maria Calle;Garis Coronell;John E. Candelo Becerra

{"title":"Transdisciplinarity and Team-Based Learning: Strategies for an Introductory Programming Course","authors":"Rocio Ramos-Rodriguez;Maria Calle;Garis Coronell;John E. Candelo Becerra","doi":"10.1109/TE.2024.3367617","DOIUrl":"10.1109/TE.2024.3367617","url":null,"abstract":"Contribution: Team-based learning (TBL) with a transdisciplinary (TD) approach is applied in one introductory programming course with different cohorts. The approach reduces the failure rate in the course. In addition, the approach helped students understand the application of programming to different engineering professional areas. Background: Programming courses in engineering develop abilities required for professional practice, such as applying concepts to solve complex problems using critical thinking analysis. However, a considerable body of research shows that these courses have significant failure rates because students perceive a high complexity in the topics. Different studies show the effectiveness of using active learning methods such as TBL to improve student performance and perception of the course. Nonetheless, there are few studies regarding active learning with TD in programming courses. Intended Outcomes: The use of TBL with a TD approach can improve student performance through teamwork and discussions including different perspectives. Application Design: The method creates teams of students from different programs and assigns real-life problems related to diverse engineering disciplines. Findings: TBL with TD allows for improving student performance and decreases failure rates. Additionally, a survey shows that students favor the methodology and are committed to developing different activities that integrate several areas of knowledge. Furthermore, the method allows students to visualize the usefulness of the course concepts in their professional field. The students also favor the dynamics of the class and the teamwork.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"67 2","pages":"317-326"},"PeriodicalIF":2.6,"publicationDate":"2024-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140075377","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