GitHub, a widely used software development platform, facilitates organization of projects and collaboration. Its popularity extends to students who use it to host code and create open repositories for class projects. However, despite its potential benefits, the use of GitHub in education has often been unplanned and lacked structure. Consequently, the effectiveness of GitHub in improving student learning and project development skills remains unclear. This study explores the impact of using GitHub as a tool in a software engineering course on students' skill sets and perspectives. We present the results of an experiment conducted with 319 undergraduate students to assess whether using GitHub improves their engagement in teamwork and subsequently enhances learning. The study conducted pre- and postsurveys to capture students' perspectives and experiences. Additionally, we analyzed the number of commits, pull requests (PRs), and issues from group repositories to assess learning outcomes. Our findings revealed that most students had limited knowledge of collaborative development and teamwork before using GitHub in the course. However, after using GitHub, they demonstrated effective use of teamwork skills and collaborative development, resulting in significant improvements in their overall learning.
This study explores compressible flow, a field reliant on mathematical models for effective teaching. Using laboratory experiments as pedagogical tools, we introduce a compact nozzle test apparatus that integrates cutting-edge technologies—additive manufacturing (AM), pressure-sensitive paint, the Schlieren system, image processing, and computational fluid dynamics (CFD)—in a compressible flow laboratory course. Commercial software, including MATLAB, SOLIDWORKS, ANSYS Fluent, and LabVIEW, facilitates the incorporation of these technologies. The research outlines the course structure, objectives, and details of student projects. Through a comparative analysis of experimental results, analytical calculations, and CFD simulations, we showcase the successful integration of AM in pedagogical practices for compressible flow, addressing critical concerns like nozzle strength and surface roughness. Statistical data from student projects offer practical insights, ensuring accuracy in experimental applications. The laboratory's design and detailed lists of components and costs provide a meaningful comparison with a supersonic wind tunnel, considering manufacturing expenses, operational costs, spatial requirements, and noise levels. The assessment of lab report grades underscores the approach's efficacy in conveying compressible flow concepts successfully, facilitated by modern computers. In summary, our study presents a comprehensive, efficient, and technologically advanced approach to teaching compressible flow within a concise framework.
Mechanics dynamics course is challenging for mechanical engineering students. Strong abilities in abstract thinking, reasoning, and problem-solving are prerequisites for this course. Technology advancements in Industrial Revolution 4.0 have brought about significant changes in engineering education, and traditional teaching methods may no longer be sufficient to prepare students for the requirements of this industrial revolution. Relating to all Internet technologies, the Metaverse is an emerging environment that allows immersive interactive experiences to enhance comprehension. Combining Metaverse with constructivist learning, students can engage in engineering tasks and receive real-time feedback for deeper understanding. Education 5.0 emphasizes the use of new applications and technology to provide more humanized education, with an emphasis on students' social and emotional growth and solutions that improve life in society. However, since the Metaverse learning environment is still in its infancy, more empirical research is required regarding the application of the Metaverse environment using a constructivist approach to facilitate teaching and learning in engineering, particularly in the setting of mechanics dynamics. This research proposal aims to investigate and design a conceptual framework for the Metaverse environment as an additional learning aid in mechanical engineering education. The research findings could enhance the quality of mechanical engineering education, which is in line with the current Malaysia education blueprint that is, the incorporation of new educational technology aids and interventions. Additionally, the findings could provide new insights into the design of engineering curricula teaching practices and the Malaysian Science, Technology, Innovation, and Economy policy of providing new educational platforms that is, to nurture a creative society and a skilled workforce.
The rise in the number of students pursuing scientific and technical fields, along with the constraints of physical infrastructure and the difficulties posed by the COVID-19 pandemic, has led to a reassessment of conventional laboratory learning. The shift towards virtual or remote laboratories is not only a response to these challenges but also a chance to enhance educational methodologies in science and engineering. This study aims to develop and evaluate a method for transforming traditional laboratories into distance laboratories for science and engineering education. The focus is on optimizing existing laboratory equipment and integrating low-cost IoT solutions to facilitate distance experiments while adopting a hybrid learning approach. This approach seamlessly integrates theory, simulations, remote experiments, and reflective activities. The study analyzed a diverse group of students from the electrical engineering discipline, evaluating their engagement, motivation, and learning outcomes. The preliminary results suggest an increase in student motivation and engagement, demonstrating improved analytical capacity and a more comprehensive understanding of experimental concepts. The implementation of IoT solutions in traditional laboratories can transform them into hybrid learning environments. This integration of practical and digital methods can address challenges and improve learning experiences. It emphasizes the importance of evolving teaching practices to engage and motivate students in the digital era.
Electromagnetics is a core course in the undergraduate electrical engineering curriculum that entails the study of electric and magnetic fields. Students, usually, perceive it as a challenging course since it requires them to build mental models of the spatial and time-varying electric and magnetic fields that cannot be seen by the naked eye. Moreover, the mathematics used in this subject is quite complex and abstract and can further compound the students' difficulties in connecting abstract math with real-life industry applications. To address these challenges, the author designed an undergraduate electromagentics course, which utilized certain pedagogical techniques to enhance the learning experience of the students. These pedagogies include extensive usage of MATLAB simulations, animations, and videos during the course that helps students visualize and conceptualize abstract concepts, usage of a comprehensive course-wide equation sheet, and highlighting the connection of the theory with real-life applications and industry jobs. This paper presents some of the simulations designed by the author as part of this course. Moreover, the equation sheet is also reproduced and access to its source is provided for the benefit of other instructors and students. The paper also presents results from the end-of-semester students' survey to measure the efficacy of these pedagogical techniques.
The further reform and development of engineering education courses can help improve the teaching quality of higher education institutions, implement the fundamental task of talent cultivation, and provide important support and channels for cultivating high-quality and supportive engineering technical talents. The traffic system simulation course is an applied science closely related to engineering technology. It mainly cultivates senior engineering technical talents engaged in research and development of transportation engineering, analysis of road traffic characteristics, and transportation planning and design. Considering the characteristics of the traffic system simulation course, this study puts forward the course teaching design based on computer virtual reality software. Combined with the training objectives of applied talents in the traffic system simulation course, this study focuses on how to reform the teaching content and teaching mode with the help of Vissim computer simulation software. The course teaching design refines and optimizes the teaching content by the use of computer software. The use of Vissim software in the course enriches the teaching content and methods and stimulates students' interest in learning. Through the guidance of active exploration and self-directed learning for students, the traffic system simulation course reform has created a more positive and effective learning environment for students, which helps to cultivate their exploratory spirit and innovative ability. The implementation of the course teaching reform has gradually improved students' learning initiative and ability to master course content, as well as their practical problem-solving abilities. Good teaching results have been achieved.
The expanding software industry has increased the demand for proficient programming professionals. However, more than technical expertise is needed for successful software development; code quality assurance and effective teamwork are also indispensable. Unfortunately, recent graduates often exhibit deficiencies in programming, code quality assurance, and teamwork skills, highlighting the need for improvements in these areas. In response to these challenges, this study presents ProgEdu4Web, an innovative Automated Programming Assessment System designed to evaluate code quality and teamwork proficiency in web programming. The system integrates automatic source code evaluation tools for static code analysis, ensuring timely feedback on coding quality issues. To assess the effectiveness of ProgEdu4Web, a questionnaire and hypothesis model was employed, surveying a cohort of 111 students enrolled in web programming classes. The study's findings demonstrate that the system significantly alleviated instructor workload while motivating students to enhance their web programming with good code quality and teamwork abilities.
In the ever-evolving landscape of 21st-century education, this research seeks to understand the challenges of on-time graduation for students in two related computing majors. In particular, we focus on the Universidad Católica del Norte computing engineering programs in Chile, specifically the “Computing and Informatics Civil Engineering” (ICCI) and “Computing and Informatics Execution Engineering” (IECI) programs. We developed a machine-learning-based model using random forests to predict delays in submissions of the final report of graduation projects, the key step in the graduation pipeline of the analyzed students. We had access to a data set comprised of 209 students in the period from 2013 to 2017, out of these students, only 111 completed all their graduation requirements. Thus, we focused on this subset of students for the analysis. Our analyses of results indicate that individual advisors minimally contribute to predicting timely or late submissions, emphasizing the need for a holistic approach. In contrast, the specific major, graduation modality, and time in the program play crucial roles, with GPA emerging as the most influential factor (24.06%). Notably, the “Professional Work” modality exhibits a moderate positive correlation with late submissions, contextualized by students' employment commitments. The study's predictive model offers actionable insights for educators and administrators, identifying at-risk students and advocating for personalized support strategies. This research contributes to the ongoing dialogue on enhancing educational outcomes by integrating data-driven approaches tailored to diverse student profiles.
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