Pub Date : 2009-10-18DOI: 10.1109/FIE.2009.5350499
Wen-Ting Chung, Jieun Lee, J. Husman, G. Stump, Cecelia Maez, Aaron Done
The purpose of this study is to examine how engineering students' conceptualization of their future is related to the factors which have been studied related to students' retention. Two Future Time Perspective (FTP) constructs, Connectedness and Perceived Instrumentality, were included to measure students' conceptualization of their future. The results indicated that students who tended to connect their present to engineering future career (Connectedness) believed they were more capable of learning course materials, reported they used more collaborative learning strategies as well as engaged more in knowledge building behaviors, and have higher grades. Also, student who perceived their current learning as being helpful for their future learning and career (Perceived Instrumentality) believe they were more capable of learning course materials and reported more engagement in knowledge building behaviors. Our study contributes to the recent trend of engineering education reform which advocates increasing the connection between students' daily learning and future careers, by introducing Future Time Perspective (FTP), a widely studied theory in psychology. Our findings provide educators guidelines for incorporating connections to the future into curricula content and instructional design.
{"title":"Connecting to the future: How the perception of future impacts engineering undergraduate students' learning and performance","authors":"Wen-Ting Chung, Jieun Lee, J. Husman, G. Stump, Cecelia Maez, Aaron Done","doi":"10.1109/FIE.2009.5350499","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350499","url":null,"abstract":"The purpose of this study is to examine how engineering students' conceptualization of their future is related to the factors which have been studied related to students' retention. Two Future Time Perspective (FTP) constructs, Connectedness and Perceived Instrumentality, were included to measure students' conceptualization of their future. The results indicated that students who tended to connect their present to engineering future career (Connectedness) believed they were more capable of learning course materials, reported they used more collaborative learning strategies as well as engaged more in knowledge building behaviors, and have higher grades. Also, student who perceived their current learning as being helpful for their future learning and career (Perceived Instrumentality) believe they were more capable of learning course materials and reported more engagement in knowledge building behaviors. Our study contributes to the recent trend of engineering education reform which advocates increasing the connection between students' daily learning and future careers, by introducing Future Time Perspective (FTP), a widely studied theory in psychology. Our findings provide educators guidelines for incorporating connections to the future into curricula content and instructional design.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"108 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128921350","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-10-18DOI: 10.1109/FIE.2009.5350489
J. Requena-Carrión, A. B. Rodríguez-González, A. Marques, D. Gutiérrez-Pérez
Engineering students face their professional future with uncertainty partly because of a poor understanding of the industry and careers opportunities. This problem can be tackled by designing an engineering curriculum that includes courses embodying both technical and professional contents. In this paper we report the preliminary results of the implantation of a lifelong, collaborative student-centered learning environment that emphasizes both technical and professional aspects of engineering. A semi-public Wiki database was used in a course on wireless technologies for senior electrical engineering students. Wiki-entries were created by students under teacher supervision, and were intended to provide an overview of a wireless technology, companies in the sector and careers opportunities. Student's gain of knowledge and level of satisfaction, and the degree of utilization of the Wiki were analyzed based on student's marks, student surveys, log files tracking the Wiki activity, and the quality of the Wiki entries. Results are positive and indicate that students have understood the importance of approaching their professional future in a collaborative way.
{"title":"Work in progress - implantation of a collaborative student-centered learning environment in a wireless technology course","authors":"J. Requena-Carrión, A. B. Rodríguez-González, A. Marques, D. Gutiérrez-Pérez","doi":"10.1109/FIE.2009.5350489","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350489","url":null,"abstract":"Engineering students face their professional future with uncertainty partly because of a poor understanding of the industry and careers opportunities. This problem can be tackled by designing an engineering curriculum that includes courses embodying both technical and professional contents. In this paper we report the preliminary results of the implantation of a lifelong, collaborative student-centered learning environment that emphasizes both technical and professional aspects of engineering. A semi-public Wiki database was used in a course on wireless technologies for senior electrical engineering students. Wiki-entries were created by students under teacher supervision, and were intended to provide an overview of a wireless technology, companies in the sector and careers opportunities. Student's gain of knowledge and level of satisfaction, and the degree of utilization of the Wiki were analyzed based on student's marks, student surveys, log files tracking the Wiki activity, and the quality of the Wiki entries. Results are positive and indicate that students have understood the importance of approaching their professional future in a collaborative way.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121631212","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-10-18DOI: 10.1109/FIE.2009.5350600
Denise M. Wilson, R. C. Campbell
Affective outcomes are highly underrepresented in engineering and CSET research at less than 1% of the overall body of education research in these technical fields. Yet, affective outcomes are a major player in the retention of women in engineering at the undergraduate level and are known in K-12 and higher education to have profound impacts on academic performance. This workshop looks at how to select established (reliable and valid) affective outcomes and fold them into existing engineering & CSET education research in a meaningful and informative way. This workshop will discus belonging and its companion outcome, psychological sense of community, which often impact students at the very start of their programs affecting persistence and retention. It will also examine self-efficacy and locus-of-control, which can have a more direct impact on academic performance, influencing test anxiety and team performance. Finally, it will look at broader relational measures, which indicate feelings of relatedness that can create emotional scaffolding to maintain stability during difficult academic times. Whether by self-report or by observation, these measures can be captured with a rigor equivalent to that of cognitive outcomes. In this workshop, we take a hands-on approach to incorporating affective outcomes into the toolbox of the engineering/CSET education researcher. Participants will have ample opportunity to consider, choose, and design affective outcomes into individual research projects and education interests.
{"title":"Workshop - filling in the gaps: The use of affective outcomes in engineering & CSET education research","authors":"Denise M. Wilson, R. C. Campbell","doi":"10.1109/FIE.2009.5350600","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350600","url":null,"abstract":"Affective outcomes are highly underrepresented in engineering and CSET research at less than 1% of the overall body of education research in these technical fields. Yet, affective outcomes are a major player in the retention of women in engineering at the undergraduate level and are known in K-12 and higher education to have profound impacts on academic performance. This workshop looks at how to select established (reliable and valid) affective outcomes and fold them into existing engineering & CSET education research in a meaningful and informative way. This workshop will discus belonging and its companion outcome, psychological sense of community, which often impact students at the very start of their programs affecting persistence and retention. It will also examine self-efficacy and locus-of-control, which can have a more direct impact on academic performance, influencing test anxiety and team performance. Finally, it will look at broader relational measures, which indicate feelings of relatedness that can create emotional scaffolding to maintain stability during difficult academic times. Whether by self-report or by observation, these measures can be captured with a rigor equivalent to that of cognitive outcomes. In this workshop, we take a hands-on approach to incorporating affective outcomes into the toolbox of the engineering/CSET education researcher. Participants will have ample opportunity to consider, choose, and design affective outcomes into individual research projects and education interests.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121633674","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-10-18DOI: 10.1109/FIE.2009.5350751
T. Rikakis
This paper presents five innovative practices in the evaluation of engineering faculty that work collaboratively across disciplines: i) use of a four category meta-matrix for calibrating evaluation standards across diverse research outcomes and practices, ii) replacing the traditional author hierarchy with group authoring practices for collective research products, iii) evaluating and rewarding the size, strength and diversity of a faculty member's network of collaborators, iv) establishing guidelines for balancing interdisciplinary and disciplinary components of the evaluation across collaborating departments and v) using interdisciplinary evaluation committees at all levels of evaluation. These practices are key components of the interdisciplinary evaluation criteria of the School of Arts, Media and Engineering at Arizona State University. This paper presents the development and implementation process of these criteria as well as preliminary results from their use for faculty evaluations over the past five years. It discusses how these practices incentivize substantial interdisciplinary collaborations and related high impact results.
{"title":"Innovative faculty evaluation criteria for incentivizing high-impact interdisciplinary collaboration","authors":"T. Rikakis","doi":"10.1109/FIE.2009.5350751","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350751","url":null,"abstract":"This paper presents five innovative practices in the evaluation of engineering faculty that work collaboratively across disciplines: i) use of a four category meta-matrix for calibrating evaluation standards across diverse research outcomes and practices, ii) replacing the traditional author hierarchy with group authoring practices for collective research products, iii) evaluating and rewarding the size, strength and diversity of a faculty member's network of collaborators, iv) establishing guidelines for balancing interdisciplinary and disciplinary components of the evaluation across collaborating departments and v) using interdisciplinary evaluation committees at all levels of evaluation. These practices are key components of the interdisciplinary evaluation criteria of the School of Arts, Media and Engineering at Arizona State University. This paper presents the development and implementation process of these criteria as well as preliminary results from their use for faculty evaluations over the past five years. It discusses how these practices incentivize substantial interdisciplinary collaborations and related high impact results.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"143 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121658897","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-10-18DOI: 10.1109/FIE.2009.5350775
K. Nickels, Matthew Sealey
The Embedded Systems Portability project investigates how to acquaint students in an engineering science curriculum with several important modern trends and practices in embedded system design. An overview of the program is given, and the specific objectives of several elective courses in electrical engineering are presented. The project also aims to provide a flexible but powerful controller for use in designs, most notably the open-ended senior design course. As these students are largely not deeply disciplinary, the trends of modular programming and functional portability need to be presented while minimizing prerequisite knowledge and skillsets. An embedded System on a Chip utilizing an ARM or a Power Architecture core is connected to a PCI-connected Complex Programmable Logic Device to provide computation power, flexible input/output, and a high bandwidth connection between the two. This powerful combination is connected to one of three representative plants for control. Example projects illustrating the portions of the system under study in several courses at Trinity are described.
{"title":"Embedded systems in an engineering science curriculum","authors":"K. Nickels, Matthew Sealey","doi":"10.1109/FIE.2009.5350775","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350775","url":null,"abstract":"The Embedded Systems Portability project investigates how to acquaint students in an engineering science curriculum with several important modern trends and practices in embedded system design. An overview of the program is given, and the specific objectives of several elective courses in electrical engineering are presented. The project also aims to provide a flexible but powerful controller for use in designs, most notably the open-ended senior design course. As these students are largely not deeply disciplinary, the trends of modular programming and functional portability need to be presented while minimizing prerequisite knowledge and skillsets. An embedded System on a Chip utilizing an ARM or a Power Architecture core is connected to a PCI-connected Complex Programmable Logic Device to provide computation power, flexible input/output, and a high bandwidth connection between the two. This powerful combination is connected to one of three representative plants for control. Example projects illustrating the portions of the system under study in several courses at Trinity are described.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122034607","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-10-18DOI: 10.1109/FIE.2009.5350812
M. Nakazawa, Kazuhiro Matsuo, Koichiro Kato, Jun Nakamura
Graduate education in professional school is highly expected to offer professional courses for the-state-of-art knowledge and skills of fast developing fields. Because of the demand-supply gap of high professionals who can teach in school, we proposed and developed course management procedures based on portfolio system, KIT Portfolio Intelligence System, when we started a new program, Graduated Program in Intellectual Creation System in 2004. KIT Portfolio Intelligence System is described in details in the paper. Several years practice of the system at our graduate program and evaluation made by students used in the course suggests effectiveness in developing professional skills in short term.
专业院校的研究生教育被寄予厚望，为快速发展领域的最新知识和技能提供专业课程。由于能够在学校任教的高级专业人才的供需缺口，我们在2004年启动了一个新的项目——智力创造系统的毕业项目时，提出并开发了基于portfolio system (KIT portfolio Intelligence system)的课程管理程序。本文对KIT组合智能系统进行了详细的描述。该系统在我们研究生项目的几年实践和课程中使用的学生的评估表明，在短期内培养专业技能是有效的。
{"title":"Portfolio Intelligence System for process-oriented education for graduate students","authors":"M. Nakazawa, Kazuhiro Matsuo, Koichiro Kato, Jun Nakamura","doi":"10.1109/FIE.2009.5350812","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350812","url":null,"abstract":"Graduate education in professional school is highly expected to offer professional courses for the-state-of-art knowledge and skills of fast developing fields. Because of the demand-supply gap of high professionals who can teach in school, we proposed and developed course management procedures based on portfolio system, KIT Portfolio Intelligence System, when we started a new program, Graduated Program in Intellectual Creation System in 2004. KIT Portfolio Intelligence System is described in details in the paper. Several years practice of the system at our graduate program and evaluation made by students used in the course suggests effectiveness in developing professional skills in short term.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"192 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121103836","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-10-18DOI: 10.1109/FIE.2009.5350408
I. Russell, Z. Markov
The paper presents the second phase of a curriculum project that builds on existing successful work. Our work involves the development, implementation, and testing of an adaptable framework for the presentation of core AI topics that emphasizes the relationship between AI and computer science. Under phase 1, we developed and pilot-tested our proof-of-concept. The second phase involves further development and testing of this adaptable framework for the presentation of core AI topics through a unifying theme of machine learning using a project-based and application-oriented approach. A total of twenty-six projects that span a variety of applications are being developed and tested. Each project involves the development of a machine learning system in a specific application. The applications span a large area including network security, recommender systems, game playing, computational chemistry, robotics, conversational systems, cryptography, web document classification, vision, bioinformatics, pattern recognition, data mining, and others. We present an overview of this work along with preliminary classroom experiences.
{"title":"A multi-institutional project-centric framework for teaching AI concepts","authors":"I. Russell, Z. Markov","doi":"10.1109/FIE.2009.5350408","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350408","url":null,"abstract":"The paper presents the second phase of a curriculum project that builds on existing successful work. Our work involves the development, implementation, and testing of an adaptable framework for the presentation of core AI topics that emphasizes the relationship between AI and computer science. Under phase 1, we developed and pilot-tested our proof-of-concept. The second phase involves further development and testing of this adaptable framework for the presentation of core AI topics through a unifying theme of machine learning using a project-based and application-oriented approach. A total of twenty-six projects that span a variety of applications are being developed and tested. Each project involves the development of a machine learning system in a specific application. The applications span a large area including network security, recommender systems, game playing, computational chemistry, robotics, conversational systems, cryptography, web document classification, vision, bioinformatics, pattern recognition, data mining, and others. We present an overview of this work along with preliminary classroom experiences.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121346639","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-10-18DOI: 10.1109/FIE.2009.5350535
Á. Figueira, E. Cunha
Learning environments where all participants can present their ideas, where all contribute to discuss and assess those ideas are in our opinion essential to improve the learning process. Grading peers is also important to the development of motivation and sense of responsibility. The Moodle's workshop module seems to address this issues. However, this module is rarely used and, is planned to be removed from the next release. We run a set of tests and inquiries that led us to conclude that its usability is very low, its interface is generically pour-understandable and the final grades for the activity are usually surprising. In this work we present a reformulation of the workshop in which concerns the configuration interface, the administration module, and the final grades page. The preliminary results indicate an improvement of more than 300% of the usability. Future development plans include full integration of the code in the Moodle LMS and testing the new module for improvement and measuring of real usefulness.
{"title":"Work in progress - W2: an easy-to-use Workshop module","authors":"Á. Figueira, E. Cunha","doi":"10.1109/FIE.2009.5350535","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350535","url":null,"abstract":"Learning environments where all participants can present their ideas, where all contribute to discuss and assess those ideas are in our opinion essential to improve the learning process. Grading peers is also important to the development of motivation and sense of responsibility. The Moodle's workshop module seems to address this issues. However, this module is rarely used and, is planned to be removed from the next release. We run a set of tests and inquiries that led us to conclude that its usability is very low, its interface is generically pour-understandable and the final grades for the activity are usually surprising. In this work we present a reformulation of the workshop in which concerns the configuration interface, the administration module, and the final grades page. The preliminary results indicate an improvement of more than 300% of the usability. Future development plans include full integration of the code in the Moodle LMS and testing the new module for improvement and measuring of real usefulness.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126692663","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-10-18DOI: 10.1109/FIE.2009.5350494
Carla A. Romney
Students who struggle to learn mathematics often do not engage in problem-solving during class and feel that learning mathematics is a solitary undertaking. We now use Tablet PCs in a networked undergraduate classroom configuration that allows students to view and annotate the instructor's Powerpoint slides in real time and also participate in interactive problem-solving. Students save their own annotated slides for subsequent review. Using a standard course management system, the instructor posts a synchronized and searchable file that contains an audio recording of the class (student and instructor comments) as well as the instructor's annotated slides. Twenty students participated in the pilot class, College Algebra and Trigonometry. Student attendance, retention and performance were better in the Tablet PC enriched course than in the previous three years. The evaluation of the instructor was unchanged.
{"title":"Work in progress - Tablet PCs in interactive undergraduate mathematics","authors":"Carla A. Romney","doi":"10.1109/FIE.2009.5350494","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350494","url":null,"abstract":"Students who struggle to learn mathematics often do not engage in problem-solving during class and feel that learning mathematics is a solitary undertaking. We now use Tablet PCs in a networked undergraduate classroom configuration that allows students to view and annotate the instructor's Powerpoint slides in real time and also participate in interactive problem-solving. Students save their own annotated slides for subsequent review. Using a standard course management system, the instructor posts a synchronized and searchable file that contains an audio recording of the class (student and instructor comments) as well as the instructor's annotated slides. Twenty students participated in the pilot class, College Algebra and Trigonometry. Student attendance, retention and performance were better in the Tablet PC enriched course than in the previous three years. The evaluation of the instructor was unchanged.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127126808","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-10-18DOI: 10.1109/FIE.2009.5350451
H. Tsukamoto, H. Nagumo, Y. Takemura, Ken-ichi Matsumoto
In order to motivate students to learn programming, many instructors have tried to use games, robots, narative media, artwork, and so on hoping that they would impress their students. However, there has not been any comparative study of these outcomes. In this research, two outcomes of programming, games and artwork have been studied together, and the motivation factors of them have been comparatively analyzed. Processing programming environment was used as the common programming environment for the two outcomes, and the motivation of the students was analyzed using our original questionnaire based on the ARCS (Attention, Relevance, Confidence, and Satisfaction) motivation model. The questionnaire was conducted three times: early, middle, and late in the course. The average scores for all the four factors in the ARCS model were higher for the game course than the one for the artwork course for all the three trials of the questionnaire. The average scores for the four factors for the game course decreased as the learning phase progressed.
{"title":"Comparative analysis of 2D games and artwork as the motivation to learn programming","authors":"H. Tsukamoto, H. Nagumo, Y. Takemura, Ken-ichi Matsumoto","doi":"10.1109/FIE.2009.5350451","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350451","url":null,"abstract":"In order to motivate students to learn programming, many instructors have tried to use games, robots, narative media, artwork, and so on hoping that they would impress their students. However, there has not been any comparative study of these outcomes. In this research, two outcomes of programming, games and artwork have been studied together, and the motivation factors of them have been comparatively analyzed. Processing programming environment was used as the common programming environment for the two outcomes, and the motivation of the students was analyzed using our original questionnaire based on the ARCS (Attention, Relevance, Confidence, and Satisfaction) motivation model. The questionnaire was conducted three times: early, middle, and late in the course. The average scores for all the four factors in the ARCS model were higher for the game course than the one for the artwork course for all the three trials of the questionnaire. The average scores for the four factors for the game course decreased as the learning phase progressed.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125358208","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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