Computer Applications in Engineering Education最新文献

Advancements in electronics and the rapid evolution of technology necessitate that higher education institutions continuously adapt their curricula to accommodate new teaching methodologies and emergent tools. This paper examines the impact of integrating flipped learning and digital laboratories into practical sessions of a Basic Electronics course by analyzing 5 years of data. Using an action research methodology, the research was conducted through three phases: traditional in-person teaching, fully online instruction during the COVID-19 pandemic, and a hybrid model combining flipped classrooms, digital laboratories, and in-person sessions. The findings reveal that the hybrid model, blending digital and traditional methods, significantly enhanced student performance, particularly in practical tasks. Furthermore, digital laboratories provide students with a risk-free environment to simulate real-world electronic scenarios, fostering deeper cognitive engagement and reducing the cognitive load during in-person sessions. The flipped classroom structure encouraged active learning and peer collaboration, which led to greater student motivation, lower absenteeism, and improved learning outcomes. Additionally, students demonstrated a marked increase in their ability to apply theoretical knowledge to practical problems, highlighting the effectiveness of this approach in bridging the gap between theory and practice. This model enhances cognitive and motivational learning dimensions, providing a balanced, effective approach to modern engineering education. The results can potentially contribute to the understanding of effective pedagogical strategies in adapting engineering education to meet the challenges of the digital age.

The growing demand for skilled computer vision professionals requires effective educational approaches. This study explores a novel tool based on Virtual Programming Language principles designed to enhance computer vision education, specifically in video coding. The tool leverages a user-friendly interface and a custom widget library for video exploration, enabling students to engage with video data manipulation, motion estimation simulations, and visualization of coding effects. A controlled experiment with computer vision students from a university master's program demonstrates that the tool significantly improves student motivation, knowledge acquisition, and overall learning outcomes. This study highlights the potential of such tools to revolutionize computer vision education, leading to better engagement, deeper understanding, and enhanced practical skills. Therefore, it paves the way for further exploration of similar tools in computer vision and other science, technology, engineering, and mathematics disciplines.

With the development of information technologies and information processing methods, it is important to provide high-quality education in the field of artificial intelligence (AI). The study aims to investigate the impact of an educational course on AI on the comprehension of concepts, literacy, and empowerment in the field of AI among students of higher educational institutions. The experiment involved 125 students from Hohai University in China. As a result of taking the training course, students were able to improve their understanding of concepts (increasing their average score from 6.33 to 9.69), literacy (from 2.94 to 3.99), and empowerment (from 3.90 to 4.04) in AI. The resulting data statistically confirmed the effectiveness of the developed course for improving confidence in the field of AI. The training module can be applied to improve confidence in the field of AI for students in various careers, as information competence is important these days and increases the success of graduates in employment. When it comes to further research, the encouraging results of this study suggest opportunities for promoting this training program among a diverse group of participants. To confirm the effectiveness of the developed course, it can be conducted among students in schools and other educational institutions, reducing it to even more basic if necessary.

The emergence of new technologies has developed a new industrial need for engineering graduate students. This modern industry needs a modern educational framework to support further development. This research revolves around developing the learning methodological approach for university courses that aligns with Education 4.0 and can fulfill the essential knowledge requirements for future engineers in Industry 4.0. We used a constructive approach as a baseline methodology already proven in the field of engineering education. On the other hand, we modified this approach by implementing Industry 4.0 standards, such as Agile methodology, DevOps tools, and Artificial intelligence chatbots. In this way, we managed to establish one more step in the digital transformation of education as one of the paramount cornerstones of Industry 4.0. As a result, during the course, Agile methodology and DevOps tools created a learning environment very similar to the real software development environment in companies. The efficiency of the delivery of the learning material also increased by implementation and integration of AI chatbots. This was tracked by the number of projects developed during course implementation. The study showed that in the field of education, the implementation of novel approaches developed in the industry to increase efficiency can be implemented in the educational environment. It also showed that the implementation of those methodologies does not hinder but improves the efficiency of the educational cycle.

To achieve the strategic goal of marine and transportation power, it is imperative to cultivate highly skilled navigation professionals with a strong theoretical foundation and practical expertize. Seizing the opportunity by the “Double Thousand Plan” first-class undergraduate courses initiated by the Ministry of Education, a four-in-one experimental teaching model is developed for ship navigation radar courses that integrate virtual reality technology under the context of engineering certification. The model encompasses land laboratory real training, maritime radar simulator training platform, comprehensive real-ship training at sea, and virtual laboratory teaching and training. Through this innovative approach, students can acquire essential knowledge of ship navigation radar required for practical activities in navigation practice while honing their operational skills in positioning, navigation, and collision avoidance using radars. Furthermore, an analysis of course attainment and future development trends is conducted to provide insights into enhancing maritime education and fostering internationally competitive shipping talents.

Mathematical modeling and numerical simulation have a considerable presence in the vast universe of engineering disciplines, given their usefulness in explaining, comprehending, and simulating phenomena and processes with which engineers are in contact in their daily creative and problem-solving work. For this reason, engineering study programs have at least one course dedicated to dealing with the mathematical modeling of dynamic systems as an essential complement to subsequent courses such as automatic control, structural dynamics, and mechanical vibrations. Nowadays, many technological tools illustrate the applications of mathematical modeling interactively through experiments that offer an incomparable motivation to the students to corroborate with real-world examples, the utility and veracity of the theory presented to them in the classroom and that in many occasions seems lacking utility and direct relation with the world in which they develop. Based on those mentioned above, this paper presents an example of applying the Laplace transform in modeling physical systems, using a second-order circuit attached to an Arduino Due board in conjunction with the Jupyter Notebook environment. The numerical and experimental results can be obtained through three optional kernels: Python, Octave, or MATLAB®. For educational purposes, the resulting computer application was presented to undergraduate students of Mechatronics Engineering as an illustrative complement to two courses entitled Signals and Systems Analysis, part of the second semester, and Mathematical Modeling, part of the fifth semester.

Semiconductor fabrication is the process of manufacturing semiconductor devices, typically integrated circuits (ICs) such as microprocessors and memory. This involves transferring circuit diagrams onto a silicon wafer using photomasks and photoresists. After a series of fabrication processes, ICs are created on the wafer surface and then diced into individual chips, which are packaged and tested with quality control procedures to become the final products. Virtual reality (VR) simulates imaginary experiences or environments difficult to achieve in the real world through human senses and immersive equipment, allowing users to interact in a virtual 3D space in real time, making it well suited for applications in science education and industrial training. This study transforms the essential knowledge of advanced semiconductor manufacturing processes into an easily understandable virtual teaching module, thereby creating educational resources for high school and college students. The objective is to enhance their scientific and technological literacy, yielding substantial benefits for the general public. This study utilized VR technology to simplify and clarify the knowledge about the semiconductor manufacturing process, making it more engaging for learners. The virtual teaching module's learning content includes an overview of wafer preparation, semiconductor fabrication, chip packaging, and IC testing. Users can interact with the virtual teaching module and conduct virtual experiments to enhance their understanding by trial and error. Experimental results show that it can improve students' learning achievement and learning motivation. Therefore, the virtual teaching module is suitable for high-school students and the general public to understand semiconductor technology and its applications. The effectiveness of the virtual teaching module is heavily dependent on the availability and quality of VR hardware and software. Limited access to advanced VR equipment or technical issues could have affected the learning experience, thereby influencing the learning outcomes.