Pub Date : 2022-03-28DOI: 10.1109/EDUCON52537.2022.9766497
Ganzorig Batnasan, Munkhjargal Gochoo, Munkh-Erdene Otgonbold, F. Alnajjar, T. Shih
It is complicated for the PwHL (people with hearing loss) to make a relationship with social majority, which naturally demands an interactive auto computer systems that have ability to understand sign language. With a trending Metaverse applications using augmented reality (AR) and virtual reality (VR), it is easier and interesting to teach sign language remotely using an avatar that mimics the gesture of a person using AI (Artificial Intelligence)-based system. There are various proposed methods and datasets for English SL (sign language); however, it is limited for Arabic sign language. Therefore, we present our collected and annotated Arabic Sign Language Letters Dataset (ArSL21L) consisting of 14202 images of 32 letter signs with various backgrounds collected from 50 people. We benchmarked our ArSL21L dataset on state-of-the-art object detection models, i.e., 4 versions of YOLOv5. Among the models, YOLOv5l achieved the best result with COCOmAP of 0.83. Moreover, we provide comparison results of classification task between ArSL2018 dataset, the only Arabic sign language letter dataset for classification task, and our dataset by running classification task on in-house short video. The results revealed that the model trained on our dataset has a superior performance over the model trained on ArSL2018. Moreover, we have created our prototype avatar which can mimic the ArSL (Arabic Sign Language) gestures for Metaverse applications. Finally, we believe, ArSL21L and the ArSL avatar will offer an opportunity to enhance the research and educational applications for not only the PwHL, but also in general real and virtual world applications. Our ArSL21L benchmark dataset is publicly available for research use on the Mendeley.
{"title":"ArSL21L: Arabic Sign Language Letter Dataset Benchmarking and an Educational Avatar for Metaverse Applications","authors":"Ganzorig Batnasan, Munkhjargal Gochoo, Munkh-Erdene Otgonbold, F. Alnajjar, T. Shih","doi":"10.1109/EDUCON52537.2022.9766497","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766497","url":null,"abstract":"It is complicated for the PwHL (people with hearing loss) to make a relationship with social majority, which naturally demands an interactive auto computer systems that have ability to understand sign language. With a trending Metaverse applications using augmented reality (AR) and virtual reality (VR), it is easier and interesting to teach sign language remotely using an avatar that mimics the gesture of a person using AI (Artificial Intelligence)-based system. There are various proposed methods and datasets for English SL (sign language); however, it is limited for Arabic sign language. Therefore, we present our collected and annotated Arabic Sign Language Letters Dataset (ArSL21L) consisting of 14202 images of 32 letter signs with various backgrounds collected from 50 people. We benchmarked our ArSL21L dataset on state-of-the-art object detection models, i.e., 4 versions of YOLOv5. Among the models, YOLOv5l achieved the best result with COCOmAP of 0.83. Moreover, we provide comparison results of classification task between ArSL2018 dataset, the only Arabic sign language letter dataset for classification task, and our dataset by running classification task on in-house short video. The results revealed that the model trained on our dataset has a superior performance over the model trained on ArSL2018. Moreover, we have created our prototype avatar which can mimic the ArSL (Arabic Sign Language) gestures for Metaverse applications. Finally, we believe, ArSL21L and the ArSL avatar will offer an opportunity to enhance the research and educational applications for not only the PwHL, but also in general real and virtual world applications. Our ArSL21L benchmark dataset is publicly available for research use on the Mendeley.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"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":"129823604","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/EDUCON52537.2022.9766684
Joan E. DeBello, Suzanna E. Schmeelk, Denise M. Dragos, Erald Troja, Laura M. Truong
Cybersecurity has become ubiquitous with the exponential growth of consumer applications and Internet of Things (IoT) devices. It is a discipline which intersects other important industries such as energy, manufacturing, and healthcare. Cybersecurity curriculum has traditionally been taught through a mixture of technical-track and non-technical-track (policy, legal and ethical) related courses. In this paper, we chronicle our Division’s efforts to gamify the technical-track curriculum through the Escape the Classroom (ETC) paradigm. The aim of the curriculum gamification is to provide students a fun, interesting, and rewarding experience while learning Cybersecurity through the appropriate Bloom taxonomy levels. The paper discusses our approach and highlights challenges that our faculty encountered while applying ETC towards the Cybersecurity curriculum.
{"title":"Teaching effective Cybersecurity through escape the classroom paradigm.","authors":"Joan E. DeBello, Suzanna E. Schmeelk, Denise M. Dragos, Erald Troja, Laura M. Truong","doi":"10.1109/EDUCON52537.2022.9766684","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766684","url":null,"abstract":"Cybersecurity has become ubiquitous with the exponential growth of consumer applications and Internet of Things (IoT) devices. It is a discipline which intersects other important industries such as energy, manufacturing, and healthcare. Cybersecurity curriculum has traditionally been taught through a mixture of technical-track and non-technical-track (policy, legal and ethical) related courses. In this paper, we chronicle our Division’s efforts to gamify the technical-track curriculum through the Escape the Classroom (ETC) paradigm. The aim of the curriculum gamification is to provide students a fun, interesting, and rewarding experience while learning Cybersecurity through the appropriate Bloom taxonomy levels. The paper discusses our approach and highlights challenges that our faculty encountered while applying ETC towards the Cybersecurity curriculum.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"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":"129432498","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/EDUCON52537.2022.9766487
M. Cápay, Nika Kvassayová, Magdaléna Bellayová, Marek Mansell, Štefan Petrík
The teacher’s portfolio presenting the mastery of competencies focused on the student, the educational process and professional development is an important part of a teacher’s career growth in Slovakia. The teacher must demonstrate that they are able to innovate learning practices, considering the educational needs of each pupil. Programmable hardware that is easy and fast to use allows teachers to make computer science lessons more attractive to students on the one hand and increase teacher self-confidence on the other. We decided to be the first working group in Slovakia that create a project to implement the innovation at national level education by using physical computing principles to develop student’s digital skills. In cooperation with Slovak mobile company, we have realized the project, focused on education with the BBC micro:bit in Slovak schools. Thanks to the project teachers could have not only hardware but also access to information they needed to start teaching with BBC micro:bit. It helped to eliminate the problems with how to start and teachers could focus on the students. After teaching with micro:bit teachers were more motivated and confident. Based on the post-questionnaire, we found that computer science teachers perceive their competencies higher than before the start of the project.
{"title":"Programmable Hardware BBC Micro:Bit as a Tool for Developing Teacher Competencies","authors":"M. Cápay, Nika Kvassayová, Magdaléna Bellayová, Marek Mansell, Štefan Petrík","doi":"10.1109/EDUCON52537.2022.9766487","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766487","url":null,"abstract":"The teacher’s portfolio presenting the mastery of competencies focused on the student, the educational process and professional development is an important part of a teacher’s career growth in Slovakia. The teacher must demonstrate that they are able to innovate learning practices, considering the educational needs of each pupil. Programmable hardware that is easy and fast to use allows teachers to make computer science lessons more attractive to students on the one hand and increase teacher self-confidence on the other. We decided to be the first working group in Slovakia that create a project to implement the innovation at national level education by using physical computing principles to develop student’s digital skills. In cooperation with Slovak mobile company, we have realized the project, focused on education with the BBC micro:bit in Slovak schools. Thanks to the project teachers could have not only hardware but also access to information they needed to start teaching with BBC micro:bit. It helped to eliminate the problems with how to start and teachers could focus on the students. After teaching with micro:bit teachers were more motivated and confident. Based on the post-questionnaire, we found that computer science teachers perceive their competencies higher than before the start of the project.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"251 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":"124760996","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/educon52537.2022.9766757
U. Naeem, L. Bosman, S. S. Gill
Over the last decade, there has been a gradual increase in the number of learners on Computer Science-based programmes, which in turn has led to a situation where educators have been teaching large classes. This is a challenge, as it can be difficult for educators to provide personalised support for each learner. The pandemic has only exasperated this further, given the online delivery of courses. The work in this paper describes the implementation of a pedagogic framework that was deployed during the delivery of a flrst-year web programming module. The motivation behind the development of this framework was driven by the need to facilitate an online learning environment for a large class, which adapted existing pedagogic approaches such as problem and project-based learning with the view to enabling learners to develop their problem-solving skills. In addition to this, an online lab co-ordination system was formulated to measure engagement and provide support to the learners.
{"title":"Teaching and Facilitating an Online Learning Environment for a Web Programming Module","authors":"U. Naeem, L. Bosman, S. S. Gill","doi":"10.1109/educon52537.2022.9766757","DOIUrl":"https://doi.org/10.1109/educon52537.2022.9766757","url":null,"abstract":"Over the last decade, there has been a gradual increase in the number of learners on Computer Science-based programmes, which in turn has led to a situation where educators have been teaching large classes. This is a challenge, as it can be difficult for educators to provide personalised support for each learner. The pandemic has only exasperated this further, given the online delivery of courses. The work in this paper describes the implementation of a pedagogic framework that was deployed during the delivery of a flrst-year web programming module. The motivation behind the development of this framework was driven by the need to facilitate an online learning environment for a large class, which adapted existing pedagogic approaches such as problem and project-based learning with the view to enabling learners to develop their problem-solving skills. In addition to this, an online lab co-ordination system was formulated to measure engagement and provide support to the learners.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"28 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":"130586452","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/EDUCON52537.2022.9766511
O. I. Higuera-Martínez, Liliana Fernández-Samacá, Andrea C. Alvarado-Fajardo, Luis A. Mesa-Mesa
This paper devotes to showing an Online Project-Based Learning (PBL) intervention based on the creative process for engineering undergraduate courses. The intervention considers the creative process elements, namely, person, process, product, press, and phases, and the aspects of the PBL alignment model proposed by Kolmos, de Graff, and Du. The goal is to harmonize the elements of the creative process and characteristics of PBL alignment involving creative tools to encourage creative thinking in undergraduate students. The impact evaluation of the PBL intervention considers a pre and post-test of creativity, some deliveries of learning activities, and a questionnaire that focuses on crucial aspects of PBL. The results show an increase of factors as fluency and flexibility into the ‘Person’ element of the creative process, highlighting the importance of fostering creativity in engineering courses.
{"title":"Fostering Creativity in Seniors and Freshman Students of Engineering","authors":"O. I. Higuera-Martínez, Liliana Fernández-Samacá, Andrea C. Alvarado-Fajardo, Luis A. Mesa-Mesa","doi":"10.1109/EDUCON52537.2022.9766511","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766511","url":null,"abstract":"This paper devotes to showing an Online Project-Based Learning (PBL) intervention based on the creative process for engineering undergraduate courses. The intervention considers the creative process elements, namely, person, process, product, press, and phases, and the aspects of the PBL alignment model proposed by Kolmos, de Graff, and Du. The goal is to harmonize the elements of the creative process and characteristics of PBL alignment involving creative tools to encourage creative thinking in undergraduate students. The impact evaluation of the PBL intervention considers a pre and post-test of creativity, some deliveries of learning activities, and a questionnaire that focuses on crucial aspects of PBL. The results show an increase of factors as fluency and flexibility into the ‘Person’ element of the creative process, highlighting the importance of fostering creativity in engineering courses.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"9 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":"130048111","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/EDUCON52537.2022.9766547
Raúl Crespo, E. López-Caudana, Katya Romo, Alfredo Mantilla
This paper contributes to the realization of learner-centered learning scenarios. It is developing an IoT learning platform for different educational levels. On the other hand, the use of “Pocket Labs” is proposed as an effective tool in the meaningful learning of emerging technologies. The fact that these tools can guide the student towards the realization of projects using a set of technologies that are on the rise generate as advantages: an increase in personnel familiar with the IoT, which has an economic impact on the industry, or that the learning is long term, as students develop and improve their understanding. Furthermore, the intention is to develop Information and Communication Tools (ICT) disciplinary competencies, which aligns with the spirit of the Tecnologico de Monterrey’s educational model. Both strategies are a relatively new teaching concept that supports students’ creativity and initiative, allowing them to wear and experiment with actual equipment at any time and place of their choice. Both experiences result in significant long-term learning in fundamental technologies for Education 4.0 and Industry 4.0. These include IoT, RFID (Radio Frequency Identification), NFC (Near Field Communications), Cloud Services, Etc.
{"title":"Scenarios for student-centered learning: RFiD Pocket Lab and IoT Platform as teaching tools","authors":"Raúl Crespo, E. López-Caudana, Katya Romo, Alfredo Mantilla","doi":"10.1109/EDUCON52537.2022.9766547","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766547","url":null,"abstract":"This paper contributes to the realization of learner-centered learning scenarios. It is developing an IoT learning platform for different educational levels. On the other hand, the use of “Pocket Labs” is proposed as an effective tool in the meaningful learning of emerging technologies. The fact that these tools can guide the student towards the realization of projects using a set of technologies that are on the rise generate as advantages: an increase in personnel familiar with the IoT, which has an economic impact on the industry, or that the learning is long term, as students develop and improve their understanding. Furthermore, the intention is to develop Information and Communication Tools (ICT) disciplinary competencies, which aligns with the spirit of the Tecnologico de Monterrey’s educational model. Both strategies are a relatively new teaching concept that supports students’ creativity and initiative, allowing them to wear and experiment with actual equipment at any time and place of their choice. Both experiences result in significant long-term learning in fundamental technologies for Education 4.0 and Industry 4.0. These include IoT, RFID (Radio Frequency Identification), NFC (Near Field Communications), Cloud Services, Etc.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"9 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":"125627427","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/EDUCON52537.2022.9766827
Syed Haris Roman Hussaini, Akrom Mamasaliev, Amir Risan, Khalid Al Duweik, Jinane Mounsef, B. Tlili
The huge impact of COVID-19 on the global healthcare systems has accelerated the search for novel tools to stem the tide. Attention has turned to the digital health community to provide possible solutions that could mitigate the impact of this pandemic. Among all the shifts and changes, the education sector has experienced its own setbacks. Knowing that social distancing and temperature screening were major requirements to re-open schools, it becomes mandatory to monitor the vital signs of the students to effectively identify any high risk. Hence, digital-based solutions can help capture information on possible prospect of contagion to facilitate active COVID-19 surveillance. In this work, we design the COVID-Band, which uses the IoT technology to monitor the safe distance, body temperature and pulse rate of school students. The proposed work provides an efficient digital tool to help accelerate detection, reporting, active surveillance and rapid response for COVID-19 cases at schools.
{"title":"A COVID-Band for a Safer School Environment","authors":"Syed Haris Roman Hussaini, Akrom Mamasaliev, Amir Risan, Khalid Al Duweik, Jinane Mounsef, B. Tlili","doi":"10.1109/EDUCON52537.2022.9766827","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766827","url":null,"abstract":"The huge impact of COVID-19 on the global healthcare systems has accelerated the search for novel tools to stem the tide. Attention has turned to the digital health community to provide possible solutions that could mitigate the impact of this pandemic. Among all the shifts and changes, the education sector has experienced its own setbacks. Knowing that social distancing and temperature screening were major requirements to re-open schools, it becomes mandatory to monitor the vital signs of the students to effectively identify any high risk. Hence, digital-based solutions can help capture information on possible prospect of contagion to facilitate active COVID-19 surveillance. In this work, we design the COVID-Band, which uses the IoT technology to monitor the safe distance, body temperature and pulse rate of school students. The proposed work provides an efficient digital tool to help accelerate detection, reporting, active surveillance and rapid response for COVID-19 cases at schools.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"2 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":"121801124","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/EDUCON52537.2022.9766504
A. Sánchez-López, L. M. Lozano-Sánchez, Alejandro Parra-Córdova, J. Castañeda-Sedano, Jackeline Iturbe Ek
The COVID-19 pandemic has significantly impacted educational systems worldwide. During confinement educators were forced to make drastic changes in their teaching dynamics, where online resources were used to replace face-to-face activities and interactions. Due to an increase in vaccination rates schools are gradually re-opening, this led to the following question: How can we design and implement a chemistry lab-based course that could incorporate in-person and at-home students simultaneously? The aim of this study was to compare the effect of a hybrid chemistry lab (HL) to a virtual chemistry lab approach (VL) in students learning, engagement, and the development of essential competencies in engineering. The didactic intervention was conducted during the spring semester of 2021, where 220 students from 10 different branches of engineering were assessed. The HL class was divided into 2 groups: students who took the course remotely, and students who attended the laboratory to carry out face-to-face experiments. Four different protocols that consider hands-on experiments were included in both groups. The experiments were modified to be completed at home using simple, non-dangerous, and readily available materials. Results were compared and analyzed in python (v3.8.0), where a p < 0.05 value was considered statistically significant. Results shows that HL groups obtained higher grades and a greater understanding of the material; additionally, the development of competencies improved by 15%. The majority agreed that the course contributed to improve their skills regarding applied chemistry in the lab. Students considered they actively participated in practical work and interacted with people applying class contents. The HL allowed students to achieve competencies sought out for in this chemistry course. The use of hybrid models offers flexibility in the learning process while allowing students to be prepared for future challenges in the post-COVID era.
{"title":"Implementation of hybrid chemistry labs as a learning strategy in post-COVID times","authors":"A. Sánchez-López, L. M. Lozano-Sánchez, Alejandro Parra-Córdova, J. Castañeda-Sedano, Jackeline Iturbe Ek","doi":"10.1109/EDUCON52537.2022.9766504","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766504","url":null,"abstract":"The COVID-19 pandemic has significantly impacted educational systems worldwide. During confinement educators were forced to make drastic changes in their teaching dynamics, where online resources were used to replace face-to-face activities and interactions. Due to an increase in vaccination rates schools are gradually re-opening, this led to the following question: How can we design and implement a chemistry lab-based course that could incorporate in-person and at-home students simultaneously? The aim of this study was to compare the effect of a hybrid chemistry lab (HL) to a virtual chemistry lab approach (VL) in students learning, engagement, and the development of essential competencies in engineering. The didactic intervention was conducted during the spring semester of 2021, where 220 students from 10 different branches of engineering were assessed. The HL class was divided into 2 groups: students who took the course remotely, and students who attended the laboratory to carry out face-to-face experiments. Four different protocols that consider hands-on experiments were included in both groups. The experiments were modified to be completed at home using simple, non-dangerous, and readily available materials. Results were compared and analyzed in python (v3.8.0), where a p < 0.05 value was considered statistically significant. Results shows that HL groups obtained higher grades and a greater understanding of the material; additionally, the development of competencies improved by 15%. The majority agreed that the course contributed to improve their skills regarding applied chemistry in the lab. Students considered they actively participated in practical work and interacted with people applying class contents. The HL allowed students to achieve competencies sought out for in this chemistry course. The use of hybrid models offers flexibility in the learning process while allowing students to be prepared for future challenges in the post-COVID era.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"55 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":"115982597","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/EDUCON52537.2022.9766541
Radhika Amashi, Unnati Koppikar, M. Vijayalakshmi, Rohit Kandakatla
Learner engagement in digital or online learning has been identified as one of the many challenges and personalizing the digital learning content to keep students motivated and engaged throughout the duration of course is gaining much interest among academia. The purpose of this study is to identify the levels of student engagement and understand the relationship between learner engagement and their academic performance. This study has used k-means machine learning algorithm to identify the levels of student's engagement and tried to identify the relationship between the engagement metrics and student performance using correlation analysis. Based on students’ engagement metrics, k-mean algorithm classifies students in to two levels, namely High engaged students, and Low engaged students. The results of correlation analysis showed that there was a positive correlation between the engagement metrics and performance. Identifying the levels of student engagement possibly will help in personalizing the learning by recommending the e-content based on engagement metrics and identifying the relationship between the engagement metrics and performance might help faculty to design activities and content for the courses.
{"title":"Investigation of Student’s Engagement in Blended PBL-based Engineering Course and its Influence on Performance","authors":"Radhika Amashi, Unnati Koppikar, M. Vijayalakshmi, Rohit Kandakatla","doi":"10.1109/EDUCON52537.2022.9766541","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766541","url":null,"abstract":"Learner engagement in digital or online learning has been identified as one of the many challenges and personalizing the digital learning content to keep students motivated and engaged throughout the duration of course is gaining much interest among academia. The purpose of this study is to identify the levels of student engagement and understand the relationship between learner engagement and their academic performance. This study has used k-means machine learning algorithm to identify the levels of student's engagement and tried to identify the relationship between the engagement metrics and student performance using correlation analysis. Based on students’ engagement metrics, k-mean algorithm classifies students in to two levels, namely High engaged students, and Low engaged students. The results of correlation analysis showed that there was a positive correlation between the engagement metrics and performance. Identifying the levels of student engagement possibly will help in personalizing the learning by recommending the e-content based on engagement metrics and identifying the relationship between the engagement metrics and performance might help faculty to design activities and content for the courses.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"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":"120983096","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/EDUCON52537.2022.9766611
Borja Bordel, R. Alcarria, T. Robles
Cybersecurity is one of the most promising areas for future graduated students to develop their work life. However, the weight of cybersecurity is still low in most computer engineering programs, even though computer engineers are the most suitable professionals for cybersecurity activities. We claim the implementation of cybersecurity competitions, where students participate in teams between four and six people, improving the acquisition of cybersecurity competencies through the promotion of the autonomous, collaborative, and personalized learning. In order to validate the hypothesis, an experience was conducted during the second term of 2020/2021 course in Universidad Politécnica de Madrid. Experience was conducted in the computer engineering degree, in the context of the subject “Cybersecurity in Systems and Networks”. Two groups were defined: the control group following a traditional learning methodology, and a pilot group where learning was based on a cybersecurity competition, including short questionnaires, laboratory practices and puzzles. The results obtained validate the hypothesis and answer all research questions in a positive way. All learning indicators improve when students work on cybersecurity competencies through an educational competition.
{"title":"A cybersecurity competition to support the autonomous, collaborative, and personalized learning in computer engineering","authors":"Borja Bordel, R. Alcarria, T. Robles","doi":"10.1109/EDUCON52537.2022.9766611","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766611","url":null,"abstract":"Cybersecurity is one of the most promising areas for future graduated students to develop their work life. However, the weight of cybersecurity is still low in most computer engineering programs, even though computer engineers are the most suitable professionals for cybersecurity activities. We claim the implementation of cybersecurity competitions, where students participate in teams between four and six people, improving the acquisition of cybersecurity competencies through the promotion of the autonomous, collaborative, and personalized learning. In order to validate the hypothesis, an experience was conducted during the second term of 2020/2021 course in Universidad Politécnica de Madrid. Experience was conducted in the computer engineering degree, in the context of the subject “Cybersecurity in Systems and Networks”. Two groups were defined: the control group following a traditional learning methodology, and a pilot group where learning was based on a cybersecurity competition, including short questionnaires, laboratory practices and puzzles. The results obtained validate the hypothesis and answer all research questions in a positive way. All learning indicators improve when students work on cybersecurity competencies through an educational competition.","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":"126869280","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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