Computer Applications in Engineering Education最新文献

The present day economic scenario and market conditions has necessitated the importance of Science, Technology, Engineering and Mathematics (STEM) education to be industry oriented and interdisciplinary. This requires a rigorous curriculum coupled with pro active engagement of student learners. The engineering industry has adopted modelling and simulation technique for many of the apparent benefits including less time to market and reduced product development costs. In such a state of affairs, STEM courses pertaining to modelling and simulation are quintessential. The presented paper explains about the pedagogical exercise carried over in the Vehicle Dynamics course conducted for the final year Automobile Engineering students. The students were introduced to Acausal modelling approach for two fundamental exercises—single degree of freedom system, quarter car model—conducted for the laboratory sessions of the Vehicle dynamics course. The acausal modelling approach was compared with causal modelling approach which had been the widely deployed modelling technique. Matlab Simulink software was utilized for causal modelling and the open source platform OpenModelica was utilized for acausal modelling. Simulink/Simscape library was also utilized for comparison. The modelling time has reduced by 20%–37.5% for single degree of freedom system and by 10%–60% for quarter car model in acausal modelling approach. Most of the students agreed in a survey about the ease and simplicity when using acausal modelling technique when compared with causal modelling technique.

This paper explores the enhancement of project-based manufacturing education through the integration of advanced engineering software tools and hands-on fabrication practices. The curriculum strategically combines computer-aided design, moldflow simulation, and Mastercam with practical experiences such as computer numerical control milling and injection molding to provide students with a comprehensive understanding of the product development process. These tools bridge the gap between theoretical concepts and real-world applications, enabling students to design, simulate, manufacture, and optimize products effectively. A semester-long project serves as the cornerstone of the course, fostering critical thinking, problem-solving, and decision-making skills. To assess the impact of the course, a mixed-methods research design was employed, incorporating student performance data, feedback surveys, and statistical analysis. The results indicate that integrating engineering software tools with hands-on projects not only equips students with industry-relevant skills but also enhances their ability to meet professional engineering standards, as outlined by ABET accreditation criteria. This study provides valuable insights into the effectiveness of project-based learning and contributes to the broader discourse on engineering education methodologies. Additionally, a detailed literature review situates this work within the existing research landscape, highlighting its unique contributions and addressing gaps in educational practice.

E-learning technologies now dominate education transformation, including programming education, which requires practical activities and immediate feedback. However, several students find difficulties in learning through traditional instructional methods because these methods fail to create full student engagement and advanced, concept-specific assistance. This study explores how web-based educational tools, particularly e-learning platforms, serve to develop computational thinking and problem-solving abilities of IT diploma students at Al-Baha University. Students participated in an experimental research design in which they were divided into two groups. One group used e-learning tools while the other followed traditional classroom teaching. Student performance data were measured by pre-tests and post-tests combined with surveys that assessed students' problem-solving abilities. Computational thinking abilities along with problem-solving skills and academic performance levels improved more in the experimental group than in the control group because their pass rates increased notably. The experimental group students delivered superior results for Learning Gain and Approving Gain because their programming concepts comprehension increased in addition to improved academic achievements. Students in the experimental group felt more satisfied with better involvement due to their contact with interactive e-learning methods. Interactive web-based education enables students to improve their academics along with their motivation because these educational methods deliver flexible effective learning experiences. Through its findings the study advances e-learning benefits knowledge in higher education and provides concrete suggestions to integrate interactive technology into IT programming education.

Numerical simulation is nowadays an essential tool for different engineering disciplines, and in the case of mechanical vibrations and structural dynamics, it finds several important applications not only in theoretical approaches but also in virtual experiments and data analysis. However, most of the commercial applications are expensive or limited for student use, and as a result, open source and free alternatives have become popular in academia. Jupyter is an open-source project that allows for the creation of interactive notebooks using Python, which is a powerful learning tool for engineering learning. In this paper, a new strategy for the course of structural dynamics is discussed, implementing the use of Jupyter notebooks, considering topics such as signal analysis, and free and forced vibration of systems with one and several degrees of freedom, among others. These notebooks combine background theory, text, images, and interactive code. Apart from being used as a learning tool with provided examples, the students are encouraged to use this tool to develop their reports in an integrative project. The description of the process and case study is presented, and the student learning process is assessed through anonymous surveys, demonstrating a great level of engagement and motivation resulting from the implementation of the strategy.

Most academic approaches to teaching biomedical signal processing (BSP) focus either on acquisition procedures of electrophysiological data, predefined menu-driven signal processing methods using virtual laboratories, or ordinary signal processing procedures applied to biomedical signals without reaching the nature of the data and reflecting the future workplace. This paper introduces a new software-oriented project-based learning approach to BSP for graduate biomedical engineering students. The course simulates industry-like practices under an imposed work environment and acquaints the participants with biomedical signal evaluation and quality assurance (QA) procedures required for software standardization. The students develop fully functional multifaceted software to analyze real-world electrocardiograms that can be run on a desktop computer without external numerical tools. The project is led by a project manager (PM) and assisted by a software architect (SA) and project coordinator (PC). The paper hypothesizes that learning the BSP through a proposed simulated industry-like approach improves understanding of BSP principles, computer programming skills, and social competencies in developing a collaborative project. The results show that the participants significantly enriched BSP-related knowledge after the course, improved computer programming skills (p < 0.0001; nonparametric Wilcoxon signed-rank test), and enhanced soft skills in collaborative work (p < 0.001) and public presentations (p < 0.001). The course participants valued the role of algorithm prototyping stages and QA procedures according to official standardization rules. The PM and SA enabled the smooth software development process, while the PC has proven helpful in resolving intrinsic conflicts.

Educational data mining (EDM) enhances the educational system by uncovering hidden patterns of academic data. The discipline of EDM has grown rapidly and produced numerous publications, leading to knowledge dissemination among researchers. This research aims to understand the EDM field literature by examining the citation network of significant publications. This research utilizes a quantitative approach based on citation main path analysis (MPA) to analyze 1009 Web of Science (WoS) publications between 1988 and 2023. The study uncovers 22 significant publications that have shaped the knowledge diffusion trajectories of EDM. The research reveals that EDM has undergone three phases of evolution, each of which represents a substantial shift in the research focus: automated adaptation, leveraging human decision, and advanced predictive analytics. Unlike previous EDM reviews, this study applies a novel approach using multiple global MPA, uncovering five key sub-research areas: student performance, early warning, learning behavior, transfer learning, and dropout. Notably, recent trends emphasize a growing focus on student performance. The primary contribution of this paper lies in its comprehensive mapping of EDM's developmental trajectory, offering an understanding of its diverse research trends. By elucidating these patterns and emerging areas, this study not only enriches the existing literature but also identifies unexplored topics that can guide future research directions, distinguishing itself from other EDM reviews by offering a more systematic and data-driven analysis of the field's evolution.

This paper presents a method for teaching quantum computing for engineering students of the Master's degree in Quantum Computing at the International University of La Rioja. The approach is designed so that students can acquire the basic concepts of quantum computing in a context in which they have no knowledge of quantum mechanics. The focus is therefore on the mathematical, physical and, above all, computational knowledge acquired by the student in engineering. Theoretical and practical concepts of quantum computation are introduced, as well as the most important quantum algorithms. The student is also taught to work with a real quantum device. The method was successfully tested using the IBM Quantum platform, which consists of real quantum devices and simulators where students were able to test the acquired knowledge and implement the learned algorithms. In a context where quantum computing-related degrees and subjects are starting to emerge, the aim of this work is to help not only future generations of engineers to study quantum computing, but also those responsible people for implementing such studies.

This paper proposes a novel curriculum for the microprocessors and microcontrollers laboratory course. The proposed curriculum blends structured laboratory experiments with an open-ended project phase, addressing complex engineering problems and activities. Microprocessors and microcontrollers are ubiquitous in modern technology, driving applications across diverse fields. To prepare future engineers for Industry 4.0, effective educational approaches are crucial. The proposed lab enables students to perform hands-on experiments using advanced microprocessors and microcontrollers while leveraging their acquired knowledge by working in teams to tackle self-defined complex engineering problems that utilize these devices and sensors, often used in the industry. Furthermore, this curriculum fosters multidisciplinary learning and equips students with problem-solving skills that can be applied in real-world scenarios. With recent technological advancements, traditional microprocessors and microcontrollers curricula often fail to capture the complexity of real-world applications. This curriculum addresses this critical gap by incorporating insights from experts in both industry and academia. It trains students with the necessary skills and knowledge to thrive in this rapidly evolving technological landscape, preparing them for success upon graduation. The curriculum integrates project-based learning, where students define complex engineering problems for themselves. This approach actively engages students, fostering a deeper understanding and enhancing their learning capabilities. Statistical analysis shows that the proposed curriculum significantly improves student learning outcomes, particularly in their ability to formulate and solve complex engineering problems, as well as engage in complex engineering activities.