Pub Date : 2022-03-28DOI: 10.1109/EDUCON52537.2022.9766564
V. Vodovozov, Z. Raud, E. Petlenkov
This study focuses on the impact of active learning on engineering students with diverse educational backgrounds, forms and duration of training, as well as the level of language proficiency. The purpose of the research is to determine to what extent it is effective and useful to implement the student-centered approach in order to gain the student’s engagement in active learning and achieve success in academic performance in the light of requirements posed by the fourth industrial revolution “Industry 4.0”. The case study in Robotics reveals some significant relations between long-term activities and creative brainstorming and their influence on the strong and weak trainees. Several troubling issues are analyzed in terms of enthusiasm shown by some students and disaffection expressed by other learners.
{"title":"Active Learning of Students with Diverse Goals and Backgrounds in the Light of Industry 4.0 Requirements","authors":"V. Vodovozov, Z. Raud, E. Petlenkov","doi":"10.1109/EDUCON52537.2022.9766564","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766564","url":null,"abstract":"This study focuses on the impact of active learning on engineering students with diverse educational backgrounds, forms and duration of training, as well as the level of language proficiency. The purpose of the research is to determine to what extent it is effective and useful to implement the student-centered approach in order to gain the student’s engagement in active learning and achieve success in academic performance in the light of requirements posed by the fourth industrial revolution “Industry 4.0”. The case study in Robotics reveals some significant relations between long-term activities and creative brainstorming and their influence on the strong and weak trainees. Several troubling issues are analyzed in terms of enthusiasm shown by some students and disaffection expressed by other learners.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"88 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123538032","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 : 2022-03-28DOI: 10.1109/EDUCON52537.2022.9766633
I. Villar, L. Rodríguez-Gil, P. Orduña
CAN bus is a very important communications protocol. Its usage is extended to many applications and it is key to know some fundamentals in an introductory course to industrial communications. A collaborative experience between the Public University of Navarra has permitted students of Industrial Technologies Engineering and Electrical and Electronic Engineering to access a remote laboratory where they can progress in the development of a project where they must implement a CAN bus client and server for monitoring the parameters of a vehicle. More than twenty parameters can be monitored and the remote laboratory is 24 hours a day accessible, which permits students to work at home and progress more in the multiprotocol project they develop at the university. The interface and some code examples are shown, along with some statistics that demonstrate the utilization of the tool by the students with the aid of some evaluation measurements taken by the lecturer. Finally, a survey was performed to the students in order to understand better the potential of the remote laboratory assisted teaching as well as to know where to improve it in the next future.
{"title":"Learning CAN bus communication with a remote laboratory","authors":"I. Villar, L. Rodríguez-Gil, P. Orduña","doi":"10.1109/EDUCON52537.2022.9766633","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766633","url":null,"abstract":"CAN bus is a very important communications protocol. Its usage is extended to many applications and it is key to know some fundamentals in an introductory course to industrial communications. A collaborative experience between the Public University of Navarra has permitted students of Industrial Technologies Engineering and Electrical and Electronic Engineering to access a remote laboratory where they can progress in the development of a project where they must implement a CAN bus client and server for monitoring the parameters of a vehicle. More than twenty parameters can be monitored and the remote laboratory is 24 hours a day accessible, which permits students to work at home and progress more in the multiprotocol project they develop at the university. The interface and some code examples are shown, along with some statistics that demonstrate the utilization of the tool by the students with the aid of some evaluation measurements taken by the lecturer. Finally, a survey was performed to the students in order to understand better the potential of the remote laboratory assisted teaching as well as to know where to improve it in the next future.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121985934","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 : 2022-03-28DOI: 10.1109/EDUCON52537.2022.9766770
C. D. Kloos, Y. Dimitriadis, D. Hernández‐Leo, C. Alario-Hoyos, A. Martínez-Monés, P. Santos, P. Muñoz-Merino, Juan I. Asensio-Pérez, Lluís Vicent Safont
This paper presents the H2O Learn (Hybrid and Human-Oriented Learning) project, a coordinated research project funded by the Spanish Research Agency, which just started in 2021 and will last for three years. The main goal of the H2O Learn project is to build Trustworthy and Human-Centered Learning Analytics (TaHCLA) solutions to support human stakeholders when designing, orchestrating and (self-,socially- or co-) regulating learning in Hybrid Learning (HL). The contributions of H2O Learn consider key requirements for trustworthy Artificial Intelligence (AI), as defined by the European Commission: 1) fostering human (i.e., teachers, learners…) agency; 2) enabling transparency of the Learning Analytics (LA) systems; 3) seeking socio-emotional and inclusive wellbeing; and 4) promoting accountability by enabling the assessment of algorithms and design processes.
{"title":"H2O Learn - Hybrid and Human-Oriented Learning: Trustworthy and Human-Centered Learning Analytics (TaHCLA) for Hybrid Education","authors":"C. D. Kloos, Y. Dimitriadis, D. Hernández‐Leo, C. Alario-Hoyos, A. Martínez-Monés, P. Santos, P. Muñoz-Merino, Juan I. Asensio-Pérez, Lluís Vicent Safont","doi":"10.1109/EDUCON52537.2022.9766770","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766770","url":null,"abstract":"This paper presents the H2O Learn (Hybrid and Human-Oriented Learning) project, a coordinated research project funded by the Spanish Research Agency, which just started in 2021 and will last for three years. The main goal of the H2O Learn project is to build Trustworthy and Human-Centered Learning Analytics (TaHCLA) solutions to support human stakeholders when designing, orchestrating and (self-,socially- or co-) regulating learning in Hybrid Learning (HL). The contributions of H2O Learn consider key requirements for trustworthy Artificial Intelligence (AI), as defined by the European Commission: 1) fostering human (i.e., teachers, learners…) agency; 2) enabling transparency of the Learning Analytics (LA) systems; 3) seeking socio-emotional and inclusive wellbeing; and 4) promoting accountability by enabling the assessment of algorithms and design processes.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128461921","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 : 2022-03-28DOI: 10.1109/EDUCON52537.2022.9766475
Pedro Santos Bartolomé, T. Gerven
Abundant literature of game-based learning for engineering education exists, due to growing technical advances, familiarity, and previous studies showing improvements on engagement. Similarly, studies on pedagogical guidelines for traditional lectures are abundant and have been shown to improve student learning. However, literature is very limited on educational games for engineering designed using pedagogical principles. To address this issue we collect, from available guidelines validated for classroom settings, 17 guidelines that can be directly applied into pedagogical game design: these guidelines are studied, and a demonstration of their application is shown during the design of a pedagogical game for VaporLiquid equilibrium.
{"title":"From the classroom to the game: applying available pedagogical guidelines in game-based learning","authors":"Pedro Santos Bartolomé, T. Gerven","doi":"10.1109/EDUCON52537.2022.9766475","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766475","url":null,"abstract":"Abundant literature of game-based learning for engineering education exists, due to growing technical advances, familiarity, and previous studies showing improvements on engagement. Similarly, studies on pedagogical guidelines for traditional lectures are abundant and have been shown to improve student learning. However, literature is very limited on educational games for engineering designed using pedagogical principles. To address this issue we collect, from available guidelines validated for classroom settings, 17 guidelines that can be directly applied into pedagogical game design: these guidelines are studied, and a demonstration of their application is shown during the design of a pedagogical game for VaporLiquid equilibrium.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128602810","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 : 2022-03-28DOI: 10.1109/EDUCON52537.2022.9766798
Kyong Jin Shim, Swapna Gottipati, V. Shankararaman
Today, computing graduates see a bright outlook thanks to the high demand for skills driven by the increasing importance of technology as the main driving force behind business transformation. As technology continues to grow exponentially over recent years, computing graduates have some of the highest starting salaries in the market [20] [19]. Even though universities have increased production of computing degree graduates in recent years, it is insufficient to fill the jobs available in the market [14]. Therefore, going forward, the demand is likely to further increase. The continued demand for computing programs in universities has led to an increased intake size, thus straining faculty workloads. Universities must consider funneling more resources into computing programs to address faculty’s increasing workload. Past studies have shown that peer learning environments enable increased productivity for faculty and enhanced educational quality for students [27] [15]. In this article, we describe a peer assisted learning model for an introductory programming course — Coders Assembly — designed and driven by undergraduate students in a computing program. Our model centers on four key areas – process, people, content, and technology. We reflect on our experience of implementing this peer assisted learning model and the result of a student survey.
{"title":"Coders Assembly - Peer Assisted Learning Model for Freshman Programming Courses","authors":"Kyong Jin Shim, Swapna Gottipati, V. Shankararaman","doi":"10.1109/EDUCON52537.2022.9766798","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766798","url":null,"abstract":"Today, computing graduates see a bright outlook thanks to the high demand for skills driven by the increasing importance of technology as the main driving force behind business transformation. As technology continues to grow exponentially over recent years, computing graduates have some of the highest starting salaries in the market [20] [19]. Even though universities have increased production of computing degree graduates in recent years, it is insufficient to fill the jobs available in the market [14]. Therefore, going forward, the demand is likely to further increase. The continued demand for computing programs in universities has led to an increased intake size, thus straining faculty workloads. Universities must consider funneling more resources into computing programs to address faculty’s increasing workload. Past studies have shown that peer learning environments enable increased productivity for faculty and enhanced educational quality for students [27] [15]. In this article, we describe a peer assisted learning model for an introductory programming course — Coders Assembly — designed and driven by undergraduate students in a computing program. Our model centers on four key areas – process, people, content, and technology. We reflect on our experience of implementing this peer assisted learning model and the result of a student survey.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128685779","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 : 2022-03-28DOI: 10.1109/EDUCON52537.2022.9766701
Soukaina Gouraguine, Mohammed Qbadou, K. Mansouri
Handwriting is one of the basic skills and an important means of communicating with others and expressing oneself, as it is important in all aspects of life. Acquiring handwriting is also a complex skill that takes years of training to be mastered. Advances in technology have allowed robots to accomplish a diversity of human activities, provoking interest from educators, researchers, and practitioners in discovering the potential advantages of employing robots as an intervention for children with dysgraphia who have difficulty automating their handwriting. Dysgraphia can be treated very well thanks to a writing rehabilitation adapted to the needs and the importance of the child’s problem. The purpose of this article is to explore the potential benefits of integrating a social humanoid robot in interventions for the treatment of dysgraphia in children. In this context, our research focuses on introducing a social humanoid robot assistant in an educative context to assist dysgraphic children to acquire handwriting. This work is done by applying a new approach based on a deep learning classification algorithm using convolutional neural networks (CNN) to determine the presence of dysgraphia from the handwriting of elementary school children. In this study, we realized a humanoid robot that will assist a teacher by equipping the NAO robot: (1) to moderate a session of learning to handwrite an alphabet character, (2) to detect whether a child is dysgraphic or not using a convolutional neural network, and (3) to assist and monitor dysgraphic children by performing tasks and suggesting rehabilitation sessions. The results indicate that it can distinguish dysgraphic children from non-dysgraphic children with an accuracy of 75%, a specificity of 75%, and a precision of 60%. The results reveal that the robot was able to classify learners so that the human tutor could assign the students to the appropriate rehabilitation program based on their specific needs.
{"title":"Handwriting treatment and acquisition in dysgraphic children using a humanoid robot-assistant","authors":"Soukaina Gouraguine, Mohammed Qbadou, K. Mansouri","doi":"10.1109/EDUCON52537.2022.9766701","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766701","url":null,"abstract":"Handwriting is one of the basic skills and an important means of communicating with others and expressing oneself, as it is important in all aspects of life. Acquiring handwriting is also a complex skill that takes years of training to be mastered. Advances in technology have allowed robots to accomplish a diversity of human activities, provoking interest from educators, researchers, and practitioners in discovering the potential advantages of employing robots as an intervention for children with dysgraphia who have difficulty automating their handwriting. Dysgraphia can be treated very well thanks to a writing rehabilitation adapted to the needs and the importance of the child’s problem. The purpose of this article is to explore the potential benefits of integrating a social humanoid robot in interventions for the treatment of dysgraphia in children. In this context, our research focuses on introducing a social humanoid robot assistant in an educative context to assist dysgraphic children to acquire handwriting. This work is done by applying a new approach based on a deep learning classification algorithm using convolutional neural networks (CNN) to determine the presence of dysgraphia from the handwriting of elementary school children. In this study, we realized a humanoid robot that will assist a teacher by equipping the NAO robot: (1) to moderate a session of learning to handwrite an alphabet character, (2) to detect whether a child is dysgraphic or not using a convolutional neural network, and (3) to assist and monitor dysgraphic children by performing tasks and suggesting rehabilitation sessions. The results indicate that it can distinguish dysgraphic children from non-dysgraphic children with an accuracy of 75%, a specificity of 75%, and a precision of 60%. The results reveal that the robot was able to classify learners so that the human tutor could assign the students to the appropriate rehabilitation program based on their specific needs.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129368173","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 : 2022-03-28DOI: 10.1109/EDUCON52537.2022.9766722
M. Bait-Suwailam, J. Jervase, H. Al-Lawati, Z. Nadir
In this study, we introduce a tutorial on the use of an interactive computer-aided tool that is suitable for students enrolled in introductory course on Electromagnetics (EM). Further, the study will provide means for students to develop a solid understanding of many electromagnetic concepts through visualization of electromagnetic problems in two- and three dimensions. The simulation tool in this study is based on a MATLAB toolbox package, in which partial-differential equations (PDE) toolbox is used. This study will mainly focus on one classical electrostatic problem that pose a challenge for students to visualize, analyze and evaluate.
{"title":"Enhancing Students’ Critical Thinking and Visualization Skills of Three-Dimensional Problems in Electromagnetics","authors":"M. Bait-Suwailam, J. Jervase, H. Al-Lawati, Z. Nadir","doi":"10.1109/EDUCON52537.2022.9766722","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766722","url":null,"abstract":"In this study, we introduce a tutorial on the use of an interactive computer-aided tool that is suitable for students enrolled in introductory course on Electromagnetics (EM). Further, the study will provide means for students to develop a solid understanding of many electromagnetic concepts through visualization of electromagnetic problems in two- and three dimensions. The simulation tool in this study is based on a MATLAB toolbox package, in which partial-differential equations (PDE) toolbox is used. This study will mainly focus on one classical electrostatic problem that pose a challenge for students to visualize, analyze and evaluate.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129583532","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 : 2022-03-28DOI: 10.1109/EDUCON52537.2022.9766811
D. Reith, Martina Grein, Daniel Röthgen, Jan Behrendt, T. Held, Michael Malschützky, Iris Gross
Motivation to learn is a cornerstone for learning success. It can be promoted through active participation, reference to the topic, and a good learning atmosphere. One way to ensure an active role for the learner is through project-based learning approaches, which offer the opportunity to work on complex tasks that go far beyond classic theoretical modules. A rarely tried approach in an academic context to foster a good learning atmosphere and students’ connection to the topic would be to use highly qualified peers as instructors.As we strive to increase the level of understanding, we explore how peer teaching by specially trained senior student teachers can be set up in application-oriented project modules to augment learning outcomes for engineering university learners. To do so, the modules “Applied Computer-Aided Design” and “Applied Electronic Circuit Design” were chosen. We investigate in which respect the learning process is altered if advanced peers act as teachers. We also discuss what abilities are prerequisites for the students to act as peer teachers. They include experience in team leadership and project management, accompanied by strong technical skills.A survey-based analysis shows that participants significantly improved their technical skills compared to their level before the project. Furthermore, the data clearly indicates that learners felt more comfortable participating actively in the course if it was taught by a peer familiar with specific real-world applications compared to when it was led by professors. In addition, students were motivated because they were able to choose their own project as well as being encouraged and assisted in working on their own. In conclusion, we show that course modules taught by specifically trained and selected peer teachers can be a valuable addition to an overall engineering curriculum.
{"title":"How self-reliant Peer Teaching can be set up to augment learning outcomes for university learners","authors":"D. Reith, Martina Grein, Daniel Röthgen, Jan Behrendt, T. Held, Michael Malschützky, Iris Gross","doi":"10.1109/EDUCON52537.2022.9766811","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766811","url":null,"abstract":"Motivation to learn is a cornerstone for learning success. It can be promoted through active participation, reference to the topic, and a good learning atmosphere. One way to ensure an active role for the learner is through project-based learning approaches, which offer the opportunity to work on complex tasks that go far beyond classic theoretical modules. A rarely tried approach in an academic context to foster a good learning atmosphere and students’ connection to the topic would be to use highly qualified peers as instructors.As we strive to increase the level of understanding, we explore how peer teaching by specially trained senior student teachers can be set up in application-oriented project modules to augment learning outcomes for engineering university learners. To do so, the modules “Applied Computer-Aided Design” and “Applied Electronic Circuit Design” were chosen. We investigate in which respect the learning process is altered if advanced peers act as teachers. We also discuss what abilities are prerequisites for the students to act as peer teachers. They include experience in team leadership and project management, accompanied by strong technical skills.A survey-based analysis shows that participants significantly improved their technical skills compared to their level before the project. Furthermore, the data clearly indicates that learners felt more comfortable participating actively in the course if it was taught by a peer familiar with specific real-world applications compared to when it was led by professors. In addition, students were motivated because they were able to choose their own project as well as being encouraged and assisted in working on their own. In conclusion, we show that course modules taught by specifically trained and selected peer teachers can be a valuable addition to an overall engineering curriculum.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129670244","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 : 2022-03-28DOI: 10.1109/EDUCON52537.2022.9766724
Kelei Zhang, Simeon Wuthier, Kay Yoon, Sang-Yoon Chang
Capture the Flag (CTF) games improve learners’ engagement and diversify pedagogy for education and training. We design and build a novel CTF game that includes coordination and interaction between the (virtually participating) participants to build fellowship and facilitate networking. Our work builds on the existing CTF components with educational benefits but differs from the traditional CTF approach which presents either an individual game with no participant interaction or a team-based game where the members already know each other and have formed teams. More specifically, we incorporate real-time interactions between participants who are new to each other and engage the participants to collectively solve the CTF challenges. We apply our CTF in both a cybersecurity scholarship program and an academic conference. This paper describes and explains the design, implementation, execution, and validation of our CTF, particularly focusing on the novel goal of including coordination and interaction in order to build fellowships with the participants. We validate our CTF design and build using multiple channels, including the real-time data provided by logging during the session, post-CTF survey, and interviews from the beta-testing session. Our evaluation results show that our novel CTF focusing on coordination and interaction aids in building fellowship and a collaborative environment. We envision our CTF design to help with the rapport building and collaboration among participants in classroom/course settings, workshops, conferences, or technical training sessions.
{"title":"Designing and Using Capture The Flag for Coordination and Interaction in Engineering Education","authors":"Kelei Zhang, Simeon Wuthier, Kay Yoon, Sang-Yoon Chang","doi":"10.1109/EDUCON52537.2022.9766724","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766724","url":null,"abstract":"Capture the Flag (CTF) games improve learners’ engagement and diversify pedagogy for education and training. We design and build a novel CTF game that includes coordination and interaction between the (virtually participating) participants to build fellowship and facilitate networking. Our work builds on the existing CTF components with educational benefits but differs from the traditional CTF approach which presents either an individual game with no participant interaction or a team-based game where the members already know each other and have formed teams. More specifically, we incorporate real-time interactions between participants who are new to each other and engage the participants to collectively solve the CTF challenges. We apply our CTF in both a cybersecurity scholarship program and an academic conference. This paper describes and explains the design, implementation, execution, and validation of our CTF, particularly focusing on the novel goal of including coordination and interaction in order to build fellowships with the participants. We validate our CTF design and build using multiple channels, including the real-time data provided by logging during the session, post-CTF survey, and interviews from the beta-testing session. Our evaluation results show that our novel CTF focusing on coordination and interaction aids in building fellowship and a collaborative environment. We envision our CTF design to help with the rapport building and collaboration among participants in classroom/course settings, workshops, conferences, or technical training sessions.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"101 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127120258","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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