Pub Date : 2022-03-28DOI: 10.1109/EDUCON52537.2022.9766566
L. Lazarova, N. Stojkovikj, A. Stojanova, M. Miteva
The basic aim of mathematics education was described as “to bring mathematical knowledge and skills that are required by daily life to the individual, to teach students problem solving and to bring them a way of thinking that handles incidents including a problem-solving approach”. For this reason, problem-solving skills take an important place among mathematical skills. Mathematics (NCTM) standards also indicate that problem-solving skills have higher priority in teaching mathematics. One of the mathematical disciplines which has great application for solving of the real problems is the graph theory. Graph theory as a part of mathematics has the potential to become a popular tool for teaching and learning mathematics in elementary and secondary school for solving and understanding of many logical puzzles. This kind of puzzles are very complicated and present complex problems for understanding by the students at elementary and secondary level. But, by using the basic concept of graph theory the students can easily make visualization of such kind of problems and can easily prepare for different kind of mathematical competitions. The graph theory can facilitate the learning process, because it provides good illustrations by which the applications of the ideas can be shown and presented to the children. In this paper we are considering a methodology that improve the students’ ability for logical thinking. For that purpose, we will consider some kind of logical mathematical problems which are usually given at the mathematical classes but especially for gifted and talented students.
{"title":"Application of graph theory in teaching and understanding of the mathematical problems","authors":"L. Lazarova, N. Stojkovikj, A. Stojanova, M. Miteva","doi":"10.1109/EDUCON52537.2022.9766566","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766566","url":null,"abstract":"The basic aim of mathematics education was described as “to bring mathematical knowledge and skills that are required by daily life to the individual, to teach students problem solving and to bring them a way of thinking that handles incidents including a problem-solving approach”. For this reason, problem-solving skills take an important place among mathematical skills. Mathematics (NCTM) standards also indicate that problem-solving skills have higher priority in teaching mathematics. One of the mathematical disciplines which has great application for solving of the real problems is the graph theory. Graph theory as a part of mathematics has the potential to become a popular tool for teaching and learning mathematics in elementary and secondary school for solving and understanding of many logical puzzles. This kind of puzzles are very complicated and present complex problems for understanding by the students at elementary and secondary level. But, by using the basic concept of graph theory the students can easily make visualization of such kind of problems and can easily prepare for different kind of mathematical competitions. The graph theory can facilitate the learning process, because it provides good illustrations by which the applications of the ideas can be shown and presented to the children. In this paper we are considering a methodology that improve the students’ ability for logical thinking. For that purpose, we will consider some kind of logical mathematical problems which are usually given at the mathematical classes but especially for gifted and talented students.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"42 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":"114868837","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/EDUCON52537.2022.9766622
Cristina Páez Quinde, Héctor E. Hurtado-Puga, Patricio Miranda-Ramos, Carla S. Castro-Altamirano
The senses play a fundamental role in learning as they are related to emotions, since they allow stimulating the mind through perceptions because, by observing, smelling, tasting, and touching, they incite curiosity in benefit of the recognition of figures, textures, shapes, and colors, in addition to initiating the development of personal self-knowledge. The use of ICT in research is important since, through the development of a facial recognition application, it was possible to identify the learning that can be stimulated through the colors in fruits. The objective of this research is to investigate the perception of the colors of fruits and emotions in the learning of children in the first year of elementary school; based on the application of techno-emotional cuisine through facial recognition of emotions. The design was correlational-causal, because when presented with creative dishes made from fruit and with the help of the instruments, the emotion of the child was known when observing the food and in the same way the taste and dislike to eat, touch, smell and observe these foods. The scope of this research is to correlate, to explain the existing relationship between the two variables of study, that is, perceived the colors of the fruits of the creative dishes. To develop the hypothetical analysis with the instrument used and the population, the same that allowed to check the decision making with the alternate hypothesis, it is checked in a nonparametric way according to the statistics of Binomial Test of independent samples.
{"title":"Children’s learning based on the colors in the fruit’s inquiry in the techno-emotional cooking: Case study of emotions delimitation","authors":"Cristina Páez Quinde, Héctor E. Hurtado-Puga, Patricio Miranda-Ramos, Carla S. Castro-Altamirano","doi":"10.1109/EDUCON52537.2022.9766622","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766622","url":null,"abstract":"The senses play a fundamental role in learning as they are related to emotions, since they allow stimulating the mind through perceptions because, by observing, smelling, tasting, and touching, they incite curiosity in benefit of the recognition of figures, textures, shapes, and colors, in addition to initiating the development of personal self-knowledge. The use of ICT in research is important since, through the development of a facial recognition application, it was possible to identify the learning that can be stimulated through the colors in fruits. The objective of this research is to investigate the perception of the colors of fruits and emotions in the learning of children in the first year of elementary school; based on the application of techno-emotional cuisine through facial recognition of emotions. The design was correlational-causal, because when presented with creative dishes made from fruit and with the help of the instruments, the emotion of the child was known when observing the food and in the same way the taste and dislike to eat, touch, smell and observe these foods. The scope of this research is to correlate, to explain the existing relationship between the two variables of study, that is, perceived the colors of the fruits of the creative dishes. To develop the hypothetical analysis with the instrument used and the population, the same that allowed to check the decision making with the alternate hypothesis, it is checked in a nonparametric way according to the statistics of Binomial Test of independent samples.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"126 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":"115829355","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/EDUCON52537.2022.9766678
U. Quapp, K. Holschemacher
In Germany, 11% of students are handicapped with a disability or chronic illness, which negatively affects their studies. In pre-pandemic times, universities worldwide already worked hard to give handicapped students a chance to graduate. In the COVID-19 pandemic, examination boards had to be creative in finding individual solutions to ensure equal examination opportunities for students with impairments. To ensure equal examination opportunities in pre-pandemic times, universities offered compensation of disadvantages for disabled or chronic ill students. While the COVID-19 pandemic, support of disadvantaged students become more important but also demanding for universities. Universities switched to online teaching and replaced classical testing types by distance and/or online examinations. Therefore, the question arose if current examination regulations and established case law relating to compensation of disadvantages in university examinations still are applicable in the pandemic situation. For the research results, literature review of examination regulations and of established German case law was combined with an analysis of the authors’ experience gained in the last 1.5 years. In the first part of the paper, the authors inform about the principles of compensation of disadvantages in university examinations for impaired students. Furthermore, they analyze current examination regulations and established case law in Germany. The paper informs about pandemic-related adaptions in teaching and testing at German universities and the influence on disabled or chronic ill students. Even in pandemics, compliance of examination procedures with university examination regulations and other relevant law is mandatory for a fair examination procedure. After a successful overcome of the pandemic, universities will continue to use the innovative examinations types. The authors conclude that most of the existing examination regulations and relevant case law are applicable to innovative examination types and conditions. Nevertheless, for selected impairments, compensation of disadvantages is no longer necessary, or at least not in the usual extent.
{"title":"Influence of COVID-19 on the University Examination Situation of Students with Impairments","authors":"U. Quapp, K. Holschemacher","doi":"10.1109/EDUCON52537.2022.9766678","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766678","url":null,"abstract":"In Germany, 11% of students are handicapped with a disability or chronic illness, which negatively affects their studies. In pre-pandemic times, universities worldwide already worked hard to give handicapped students a chance to graduate. In the COVID-19 pandemic, examination boards had to be creative in finding individual solutions to ensure equal examination opportunities for students with impairments. To ensure equal examination opportunities in pre-pandemic times, universities offered compensation of disadvantages for disabled or chronic ill students. While the COVID-19 pandemic, support of disadvantaged students become more important but also demanding for universities. Universities switched to online teaching and replaced classical testing types by distance and/or online examinations. Therefore, the question arose if current examination regulations and established case law relating to compensation of disadvantages in university examinations still are applicable in the pandemic situation. For the research results, literature review of examination regulations and of established German case law was combined with an analysis of the authors’ experience gained in the last 1.5 years. In the first part of the paper, the authors inform about the principles of compensation of disadvantages in university examinations for impaired students. Furthermore, they analyze current examination regulations and established case law in Germany. The paper informs about pandemic-related adaptions in teaching and testing at German universities and the influence on disabled or chronic ill students. Even in pandemics, compliance of examination procedures with university examination regulations and other relevant law is mandatory for a fair examination procedure. After a successful overcome of the pandemic, universities will continue to use the innovative examinations types. The authors conclude that most of the existing examination regulations and relevant case law are applicable to innovative examination types and conditions. Nevertheless, for selected impairments, compensation of disadvantages is no longer necessary, or at least not in the usual extent.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"221 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":"116128572","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/EDUCON52537.2022.9766799
Björn Kjellgren, T. Richter
Engineering graduates are increasingly expected to possess a certain level of global competence to work in the diverse and intercultural collaborations of the modern profession. With stringent programme curricula and educators being technical – and not global learning – experts, higher education institutions (HEIs) often look at international student mobility as the solution for preparing students for culturally diverse working environments. Nevertheless, literature and widely shared experience have identified two major shortcomings of international mobility: low degree of participation, and lack of insights into actual learning outcomes of international student mobility. Our work aims to address these issues by exploring students’ perspectives on international mobility experiences. A student survey collecting the voices of 639 students from more than 30 countries provides insights into the motivation for (and against) participation, support received, as well as the challenges encountered by students on their way to international mobility experiences, and also reveals the students’ perceptions of opportunities for global competence development in their host countries. Based on the students’ experiences, we can provide suggestions for how international student mobility could be redesigned in order to better support and enhance global competence development among students.
{"title":"Redesigning international student mobility for global competence development","authors":"Björn Kjellgren, T. Richter","doi":"10.1109/EDUCON52537.2022.9766799","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766799","url":null,"abstract":"Engineering graduates are increasingly expected to possess a certain level of global competence to work in the diverse and intercultural collaborations of the modern profession. With stringent programme curricula and educators being technical – and not global learning – experts, higher education institutions (HEIs) often look at international student mobility as the solution for preparing students for culturally diverse working environments. Nevertheless, literature and widely shared experience have identified two major shortcomings of international mobility: low degree of participation, and lack of insights into actual learning outcomes of international student mobility. Our work aims to address these issues by exploring students’ perspectives on international mobility experiences. A student survey collecting the voices of 639 students from more than 30 countries provides insights into the motivation for (and against) participation, support received, as well as the challenges encountered by students on their way to international mobility experiences, and also reveals the students’ perceptions of opportunities for global competence development in their host countries. Based on the students’ experiences, we can provide suggestions for how international student mobility could be redesigned in order to better support and enhance global competence development among students.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"118 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":"123091935","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/EDUCON52537.2022.9766586
Juan Manuel Campos, Leticia Almaguer, Lamberto Alvarez, Laura Elena Morales
Our first objective in this article is to explain the educational innovation of this bootcamp in its totally digital version for the first time, a version used during the pandemic in 2021 and that we are confident will serve as a basis for carrying out remote bootcamps, always with the idea of promoting the inclusion of more women in IT careers and STEM areas, connecting female high school students with engineering students from prestigious universities and with female engineering professionals. The second objective of this article is to offer certain figures to measure the geographical and human scope of Beautiful Patterns 2021 in Latin America. The third objective is to present the exit study of the Beautiful Patterns 2021 bootcamp. The study followed 500 participating girls from different countries to determine if this bootcamp had created an impact on their perception of the IT, engineering, and STEM areas, considering the diagnosis made before the start of the bootcamp. Finally, we will outline the quantitative strategies being followed to see the long-term impact of the program.
{"title":"“Beautiful patterns” MIT and Tec de Monterrey International Bootcamp: engineering women students teaching IT to high-school women students","authors":"Juan Manuel Campos, Leticia Almaguer, Lamberto Alvarez, Laura Elena Morales","doi":"10.1109/EDUCON52537.2022.9766586","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766586","url":null,"abstract":"Our first objective in this article is to explain the educational innovation of this bootcamp in its totally digital version for the first time, a version used during the pandemic in 2021 and that we are confident will serve as a basis for carrying out remote bootcamps, always with the idea of promoting the inclusion of more women in IT careers and STEM areas, connecting female high school students with engineering students from prestigious universities and with female engineering professionals. The second objective of this article is to offer certain figures to measure the geographical and human scope of Beautiful Patterns 2021 in Latin America. The third objective is to present the exit study of the Beautiful Patterns 2021 bootcamp. The study followed 500 participating girls from different countries to determine if this bootcamp had created an impact on their perception of the IT, engineering, and STEM areas, considering the diagnosis made before the start of the bootcamp. Finally, we will outline the quantitative strategies being followed to see the long-term impact of the program.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"64 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":"122598434","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/EDUCON52537.2022.9766746
João Almeida, A. Daniel
STEM education faces several challenges in providing students with the complementary skills and knowledge needed to prepare them for an increasingly uncertain future. Student-led organisations (SLOs) are considered as one of the best ways to complement classroom learning through a hands-on approach. This systematic literature review aims to understand the different types of student-led organisations, the main barriers, drivers and the outcomes for students, higher education institutions (HEI) and society in general. The findings highlight that SLOs are relevant for the development of students’ “soft” skills, global awareness, and employability. Also, they play an important role in increasing student engagement and retention, especially in underrepresented groups (such as women or latino(a)s). Finally, the review highlights the need for more research on this topic to improve HEIs’ support of these organisations.
{"title":"Student-led organisations and STEM education: a review","authors":"João Almeida, A. Daniel","doi":"10.1109/EDUCON52537.2022.9766746","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766746","url":null,"abstract":"STEM education faces several challenges in providing students with the complementary skills and knowledge needed to prepare them for an increasingly uncertain future. Student-led organisations (SLOs) are considered as one of the best ways to complement classroom learning through a hands-on approach. This systematic literature review aims to understand the different types of student-led organisations, the main barriers, drivers and the outcomes for students, higher education institutions (HEI) and society in general. The findings highlight that SLOs are relevant for the development of students’ “soft” skills, global awareness, and employability. Also, they play an important role in increasing student engagement and retention, especially in underrepresented groups (such as women or latino(a)s). Finally, the review highlights the need for more research on this topic to improve HEIs’ support of these organisations.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"128 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":"122833534","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/EDUCON52537.2022.9766774
H. Mohammadian, Zeinab Ghasabzadeh Langari, Volker Wittberg
Since the 1970s, IT technologies have changed all aspects of our lives and affect the quality of livability and human life. At the beginning of the 21st century, three revolutions (D3) of 1-) decarbonization, 2-) decentralization, and 3-) digitalization took place, shaped our century, and as a result of digital sustainable education developments, governments also changed. On the other hand, in the technological age, based on the 5th wave theory, the issue of educational sustainability based on the 7PS model became increasingly the concern of academic societies. Since the beginning of the 21st century, the calls of different parts of society, from international institutions to academia, questioned the validity of the current definition of innovative digital educational sustainability. In fact, they state that economic growth, social inclusion and environmental balance, no longer reflect all the dimensions of our global educational societies and propose the addition of other dimensions to policies aiming at digital education, and, based on the 7PS model the political sustainability. The fundamental purpose of sustainable governance is to work in the direction of a healthy, safe, patient and creative society, based on the Hybrid business concept and not just a financially prosperous also environmentally, socially and more focus of education. That means governments must promote a development model which “meets current needs without compromising the ability of future generations to meet their own needs and with a readiness of the future concerns” And in the midst, cyber-government, as a catalyst for the dimensions of a good governance, has enabled government to facilitate the promotion of sustainability in all its pillars (based on the 9PGS model) through integrated policies and sustainable laws, transparency, accountability, commitment and efficiency in providing public services. So, governments have to protect the resources for future generations, but in an age where IoT-Business has penetrated most aspects of society, the world no longer faces only economic, social and environmental challenges, also sustainable education and training. Now that we are on the verge of tomorrow, it is essential that the government recognizes and manages the today’s challenges and based on the 3D Socio Eco Environment SME model to 1-) forecast, 2-) prevent, and 3-) face tomorrow’s crises for a sustainable future and to make the world a better place for living with the participation of citizens in a new concept called Utopia/Urban 6.0. In this research, we are going to study how Cyber Government can be infrastructure for the Sustainable Governance with examining solutions to tomorrow’s crises through the 5th wave theory, Edu 5.0 concept and 9PSG model. In addition, this article is very innovative due to the use of the author’s theories, concepts and models.
{"title":"Cyber Government for Sustainable Governance: Examining Solutions to Tomorrow’s Crises and Implications through the 5th wave theory, Edu 5.0 concept, and 9PSG model","authors":"H. Mohammadian, Zeinab Ghasabzadeh Langari, Volker Wittberg","doi":"10.1109/EDUCON52537.2022.9766774","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766774","url":null,"abstract":"Since the 1970s, IT technologies have changed all aspects of our lives and affect the quality of livability and human life. At the beginning of the 21st century, three revolutions (D3) of 1-) decarbonization, 2-) decentralization, and 3-) digitalization took place, shaped our century, and as a result of digital sustainable education developments, governments also changed. On the other hand, in the technological age, based on the 5th wave theory, the issue of educational sustainability based on the 7PS model became increasingly the concern of academic societies. Since the beginning of the 21st century, the calls of different parts of society, from international institutions to academia, questioned the validity of the current definition of innovative digital educational sustainability. In fact, they state that economic growth, social inclusion and environmental balance, no longer reflect all the dimensions of our global educational societies and propose the addition of other dimensions to policies aiming at digital education, and, based on the 7PS model the political sustainability. The fundamental purpose of sustainable governance is to work in the direction of a healthy, safe, patient and creative society, based on the Hybrid business concept and not just a financially prosperous also environmentally, socially and more focus of education. That means governments must promote a development model which “meets current needs without compromising the ability of future generations to meet their own needs and with a readiness of the future concerns” And in the midst, cyber-government, as a catalyst for the dimensions of a good governance, has enabled government to facilitate the promotion of sustainability in all its pillars (based on the 9PGS model) through integrated policies and sustainable laws, transparency, accountability, commitment and efficiency in providing public services. So, governments have to protect the resources for future generations, but in an age where IoT-Business has penetrated most aspects of society, the world no longer faces only economic, social and environmental challenges, also sustainable education and training. Now that we are on the verge of tomorrow, it is essential that the government recognizes and manages the today’s challenges and based on the 3D Socio Eco Environment SME model to 1-) forecast, 2-) prevent, and 3-) face tomorrow’s crises for a sustainable future and to make the world a better place for living with the participation of citizens in a new concept called Utopia/Urban 6.0. In this research, we are going to study how Cyber Government can be infrastructure for the Sustainable Governance with examining solutions to tomorrow’s crises through the 5th wave theory, Edu 5.0 concept and 9PSG model. In addition, this article is very innovative due to the use of the author’s theories, concepts and models.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"333 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":"122846673","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/EDUCON52537.2022.9766623
Maksym Bondarenko, Ihor Kudryk, Borys Levkovskyi, M. Utesch, H. Krcmar
Simulation business games have recently become a suitable tool that gives students an understanding of how companies and their markets function, as well as the interaction of the components necessary to build a business. Interpreting business processes and business models is a key competency for future graduates in information systems, which is hard to teach without dealing with real-world problems. Simulation games are one of the possible approaches for teaching business processes to information systems students. This paper presents a description of the development of two web modules: for the administration of simulation games and the interface of the business game itself. After collecting data, requirements for the prototypes of Admin-Cockpit, and the simulation game itself, which were conducted in focus groups, the implementation phase began. The main requirements for the applications were successfully implemented in the prototypes and afterward were evaluated. In the output, we have a working prototype of the business game module and the Admin-Cockpit module for configuration. In summary, our contribution is a planned and implemented redesign of the game, positively affecting students’ engagement and interest. Additionally, was developed an improved and expanded version of Admin-Cockpit for game management, giving configuration options and statistics collection. Thus, we can conclude that this work has a positive contribution to the development of simulation game design and development, which was also confirmed by the results of the surveys.
{"title":"Learning by gaming: Improvement of User Experience of a Simulation Game for Teaching the Digital Transformation and its Administration Cockpit","authors":"Maksym Bondarenko, Ihor Kudryk, Borys Levkovskyi, M. Utesch, H. Krcmar","doi":"10.1109/EDUCON52537.2022.9766623","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766623","url":null,"abstract":"Simulation business games have recently become a suitable tool that gives students an understanding of how companies and their markets function, as well as the interaction of the components necessary to build a business. Interpreting business processes and business models is a key competency for future graduates in information systems, which is hard to teach without dealing with real-world problems. Simulation games are one of the possible approaches for teaching business processes to information systems students. This paper presents a description of the development of two web modules: for the administration of simulation games and the interface of the business game itself. After collecting data, requirements for the prototypes of Admin-Cockpit, and the simulation game itself, which were conducted in focus groups, the implementation phase began. The main requirements for the applications were successfully implemented in the prototypes and afterward were evaluated. In the output, we have a working prototype of the business game module and the Admin-Cockpit module for configuration. In summary, our contribution is a planned and implemented redesign of the game, positively affecting students’ engagement and interest. Additionally, was developed an improved and expanded version of Admin-Cockpit for game management, giving configuration options and statistics collection. Thus, we can conclude that this work has a positive contribution to the development of simulation game design and development, which was also confirmed by the results of the surveys.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"67 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":"123964925","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/EDUCON52537.2022.9807265
João Almeida, A. Daniel
Entrepreneurship is widely acknowledged as a key factor for global social and economic development. Higher education institutions worldwide are promoting entrepreneurship education, given their importance on developing entrepreneurial intentions and attitudes towards entrepreneurship. Despite the growing literature on the effects of entrepreneurship education on STEM students, there is still limited knowledge about the effects of extra-curricular activities and specifically student-led organisations, in developing entrepreneurial skills and behaviour. By gathering insights from 201 higher education students from Portugal and Brazil, this study explores the effects of student involvement in a specific type of student-led organisation - junior enterprises - on the development of entrepreneurial intentions. The findings highlight that Brazilian STEM students have a higher perceived behaviour control and social norms compared to their Portuguese counterparts. Also, it is observed student-led organisations are relevant to fostering the entrepreneurial skills of Portuguese STEM students.
{"title":"Student-led Organisations Impact on STEM Students’ Entrepreneurial Behaviour: Insights from Portugal and Brazil","authors":"João Almeida, A. Daniel","doi":"10.1109/EDUCON52537.2022.9807265","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9807265","url":null,"abstract":"Entrepreneurship is widely acknowledged as a key factor for global social and economic development. Higher education institutions worldwide are promoting entrepreneurship education, given their importance on developing entrepreneurial intentions and attitudes towards entrepreneurship. Despite the growing literature on the effects of entrepreneurship education on STEM students, there is still limited knowledge about the effects of extra-curricular activities and specifically student-led organisations, in developing entrepreneurial skills and behaviour. By gathering insights from 201 higher education students from Portugal and Brazil, this study explores the effects of student involvement in a specific type of student-led organisation - junior enterprises - on the development of entrepreneurial intentions. The findings highlight that Brazilian STEM students have a higher perceived behaviour control and social norms compared to their Portuguese counterparts. Also, it is observed student-led organisations are relevant to fostering the entrepreneurial skills of Portuguese STEM students.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"30 3 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":"125699375","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/EDUCON52537.2022.9766621
B. Alexander, Yunfei Hou, Bilal Khan, Jennifer Jin
This paper presents the development of a new learning platform in Virtual Reality to create a more immersive and intuitive learning experience for introduction of programming courses at an intermediate level. This platform is designed to create a central hub for interactive courseware and facilitate distance learning in our post COVID world. Utilizing Virtual Reality, the application teaches specific topics in Computer Science using scripted animations, tutorials, and interactive games. A pilot study was conducted to evaluate the user experience and learning outcomes. Participants of this study reported they were more engaged and motivated in learning programing concepts. We found the virtual learning modules helped to explain abstract concepts and provided better hands-on experiences.
{"title":"Learn Programming In Virtual Reality? A Case Study of Computer Science Students","authors":"B. Alexander, Yunfei Hou, Bilal Khan, Jennifer Jin","doi":"10.1109/EDUCON52537.2022.9766621","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766621","url":null,"abstract":"This paper presents the development of a new learning platform in Virtual Reality to create a more immersive and intuitive learning experience for introduction of programming courses at an intermediate level. This platform is designed to create a central hub for interactive courseware and facilitate distance learning in our post COVID world. Utilizing Virtual Reality, the application teaches specific topics in Computer Science using scripted animations, tutorials, and interactive games. A pilot study was conducted to evaluate the user experience and learning outcomes. Participants of this study reported they were more engaged and motivated in learning programing concepts. We found the virtual learning modules helped to explain abstract concepts and provided better hands-on experiences.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"123 1 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":"126046981","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：