IEEE Transactions on Education最新文献_第9页

Industry Members’ Perceptions About ABET-Based Accreditation: An Exploratory Study in a Developing Country 行业成员对基于 ABET 的认证的看法：发展中国家的探索性研究

IF 2.1 2区工程技术

IEEE Transactions on Education Pub Date : 2024-07-04 DOI: 10.1109/TE.2024.3410996

V. Sanchez Padilla;Albert Espinal;Jennifer M. Case;Jose Cordova-Garcia;Homero Murzi

{"title":"Industry Members’ Perceptions About ABET-Based Accreditation: An Exploratory Study in a Developing Country","authors":"V. Sanchez Padilla;Albert Espinal;Jennifer M. Case;Jose Cordova-Garcia;Homero Murzi","doi":"10.1109/TE.2024.3410996","DOIUrl":"10.1109/TE.2024.3410996","url":null,"abstract":"Contribution: This study explores industry members’ perceptions about the ABET-based accreditation in a developing country, using the case study of a program in a publicly funded polytechnic university in Ecuador. Background: Engineering programs often seek international accreditations to enhance the education quality, align with the global standards or gain academic reputation. ABET-based accreditation originates in United States, and thus presents some challenges for institutions in developing countries. Intended Outcomes: This study aimed to investigate the significance of international academic accreditation, as seen through the perspective of industry members. It focused on identifying fundamental competencies valued by employers and aimed to provide insights for institutions in similar contexts. Application Design: The research employed an approach informed by a qualitative methodology, involving in-depth interviews with five industry members who had served on the advisory committee board of an engineering program from a higher education institution in Ecuador. Findings: The findings identified three main areas of competencies that the industry members value: communication skills for teamwork, a problem-solving orientation, and an ability for effective task planning. The study also showed that these industry members value international accreditation as a means for enhancing education quality and ensuring graduates develop the necessary skills and competencies, yet the overall awareness with their peers remains relatively low.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"67 5","pages":"689-698"},"PeriodicalIF":2.1,"publicationDate":"2024-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141548843","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

Gender Mainstreaming and Diversity in Higher Education: An Experience in Software Engineering Education 高等教育中的性别主流化和多样性：软件工程教育的经验

IF 2.1 2区工程技术

IEEE Transactions on Education Pub Date : 2024-06-28 DOI: 10.1109/TE.2024.3411409

Alicia García-Holgado;Andrea Vázquez-Ingelmo;Francisco José García-Peñalvo

{"title":"Gender Mainstreaming and Diversity in Higher Education: An Experience in Software Engineering Education","authors":"Alicia García-Holgado;Andrea Vázquez-Ingelmo;Francisco José García-Peñalvo","doi":"10.1109/TE.2024.3411409","DOIUrl":"10.1109/TE.2024.3411409","url":null,"abstract":"Contribution: Gender mainstreaming in university teaching should be covered in all the knowledge areas. This work successfully introduces the gender perspective as part of the methodological approach to teaching and learning in Computer Science. Background: This study describes how gender mainstreaming has been introduced and matured during six academic years, from 2016–2017 to 2021–2022, in Software Engineering I course in the Degree of Computer Science at the University of Salamanca. Intended Outcomes: The aim that has been pursued is to raise awareness among students of Computer Science about equality, equity, inclusion, and respect for diversity to build better professional ethics and advance in eliminating any gender-related gap in Computer Science. Application Design: The introduction of gender mainstreaming in the Software Engineering I course has been done in six stages to advance in the gender-gap reduction improving in each academic year with the experience and voluntary feedback from the students of the previous year, using anonymized questionnaires. Findings: Gender mainstreaming requires special attention in careers with a visible gender gap, such as Computer Science. Incorporating the gender perspective as part of the teaching-learning process does not have a measurable impact in a short period but instead aims to make software engineers reflect in such a way that they reason about the need to promote diversity in software development contexts.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"67 5","pages":"712-723"},"PeriodicalIF":2.1,"publicationDate":"2024-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141505598","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

Investigating Student Approaches to Rearranging Circuit Diagrams 调查学生重排电路图的方法

IF 2.1 2区工程技术

IEEE Transactions on Education Pub Date : 2024-06-28 DOI: 10.1109/TE.2024.3410375

Leah M. Ridgway;Tom Cox

{"title":"Investigating Student Approaches to Rearranging Circuit Diagrams","authors":"Leah M. Ridgway;Tom Cox","doi":"10.1109/TE.2024.3410375","DOIUrl":"10.1109/TE.2024.3410375","url":null,"abstract":"Contribution: This study uses a qualitative research method to analyze interviews where participants simplified an electric circuit while explaining their thought process.Background: Rearranging circuit diagrams is a fundamental skill in electrical and electronic engineering, yet students can struggle with unfamiliar configurations. Current research in the discipline is often quantitative, centered on conceptual understanding. By using a qualitative method, the process of “How” students interact with circuit diagrams is investigated. Research Question: How do students approach circuit diagram simplifications? Methodology: 15-min individual discussions with ten participants (undergraduate years 1–4) simplifying an unconventionally presented circuit diagram were recorded. Reflexive thematic analysis was used to identify common themes. Findings: 1) Participants initially rely upon pattern recognition to solve circuit problems before applying other analysis techniques; 2) two rearrangement methods were identified: “component focused,” where combinations of components are grouped and then connected together, and “ground focused” where components in the circuit are related to ground and then connected together; 3) students using a ground focused strategy were less hesitant in their circuit rearrangement process; and 4) students broadly used mechanicalistic methods of error checking, selecting software tools rather than applying conceptual understanding.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"67 5","pages":"681-688"},"PeriodicalIF":2.1,"publicationDate":"2024-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10577445","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141529200","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

Are Educational Escape Rooms More Effective Than Traditional Lectures for Teaching Software Engineering? A Randomized Controlled Trial 在软件工程教学中，教育性密室逃脱比传统讲座更有效吗？随机对照试验

IF 2.1 2区工程技术

IEEE Transactions on Education Pub Date : 2024-06-26 DOI: 10.1109/TE.2024.3403913

Aldo Gordillo;Daniel López-Fernández

{"title":"Are Educational Escape Rooms More Effective Than Traditional Lectures for Teaching Software Engineering? A Randomized Controlled Trial","authors":"Aldo Gordillo;Daniel López-Fernández","doi":"10.1109/TE.2024.3403913","DOIUrl":"10.1109/TE.2024.3403913","url":null,"abstract":"Contribution: This article analyzes the learning effectiveness of a virtual educational escape room for teaching software engineering and compares this activity with traditional teaching through a randomized controlled trial. Background: Educational escape rooms have been used across a wide variety of disciplines at all levels of education and they are becoming increasingly popular among teachers. Nevertheless, there is a clear general need for more robust empirical evidence on the learning effectiveness of these novel activities and, particularly, on their application in software engineering education. Research Questions: Is game-based learning using educational escape rooms more effective than traditional lectures for teaching software engineering? What are the perceptions of software engineering students toward game-based learning using educational escape rooms? Methodology: The study presented in this article is a randomized controlled trial with a pre- and post-test design that was completed by a total of 326 software engineering students. The 164 students belonging to the experimental group learned software modeling by playing an educational escape room whereas the 162 students belonging to the control group learned the same subject matter through a traditional lecture. Findings: The results of the randomized controlled trial show that the students who learned software modeling through the educational escape room had very positive perceptions toward this activity, significantly increased their knowledge, and outperformed those students who learned through a traditional lecture in terms of knowledge acquisition.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"67 5","pages":"660-668"},"PeriodicalIF":2.1,"publicationDate":"2024-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10571851","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141505597","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

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