Pub Date : 2024-06-05DOI: 10.3991/ijep.v14i5.49995
Linda Talib Ameen, Maysam Raad Yousif, Najwa Abdulmunem Jasim Alnoori, Ban Hassan Majeed
This study aims to reveal the role of one of the artificial intelligence (AI) techniques, “ChatGPT,” in improving the educational process by following it as a teaching method for the subject of automatic analysis for students of the Chemistry Department and the subject of computer security for students of the Computer Science Department, from the fourth stage at the College of Education for Pure Science (Ibn Al-Haitham), and its impact on their computational thinking to have a good educational environment. The experimental approach was used, and the research samples were chosen intentionally by the research community. Research tools were prepared, which included a scale for CT that included 12 items and the achievement test in both scientific subjects for departments as the second tool. They reached a lot of conclusions. Accordingly, a set of recommendations were proposed.
{"title":"The Impact of Artificial Intelligence on Computational Thinking in Education at University","authors":"Linda Talib Ameen, Maysam Raad Yousif, Najwa Abdulmunem Jasim Alnoori, Ban Hassan Majeed","doi":"10.3991/ijep.v14i5.49995","DOIUrl":"https://doi.org/10.3991/ijep.v14i5.49995","url":null,"abstract":"This study aims to reveal the role of one of the artificial intelligence (AI) techniques, “ChatGPT,” in improving the educational process by following it as a teaching method for the subject of automatic analysis for students of the Chemistry Department and the subject of computer security for students of the Computer Science Department, from the fourth stage at the College of Education for Pure Science (Ibn Al-Haitham), and its impact on their computational thinking to have a good educational environment. The experimental approach was used, and the research samples were chosen intentionally by the research community. Research tools were prepared, which included a scale for CT that included 12 items and the achievement test in both scientific subjects for departments as the second tool. They reached a lot of conclusions. Accordingly, a set of recommendations were proposed.","PeriodicalId":508415,"journal":{"name":"International Journal of Engineering Pedagogy (iJEP)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141386095","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 : 2024-06-05DOI: 10.3991/ijep.v14i5.47441
Nikola Straková, Roman Hrmo
This paper describes research on the didactic design of teaching materials created by Czech future teachers in their university theses. The results of the research indicate that the teaching materials for future teachers are far from achieving the highest level of didactic design. The average value of the coefficient of the total didactic design is only 26%. The weakest aspect of the teaching materials is the component of the learning management system. This fact implies a significant underestimation of the learning process. Students preparing for the teaching profession have not demonstrated the ability to compile didactically well-developed teaching material in their final theses. They use only a limited number of structural components, and therefore the basic function of teaching materials, the didactic function, is not fully fulfilled. The didactic function ensures the effective usability of textbooks and similar texts in actual education.
{"title":"Didactic Design of Teaching Materials Created by Future Teachers in the Czech Republic","authors":"Nikola Straková, Roman Hrmo","doi":"10.3991/ijep.v14i5.47441","DOIUrl":"https://doi.org/10.3991/ijep.v14i5.47441","url":null,"abstract":"This paper describes research on the didactic design of teaching materials created by Czech future teachers in their university theses. The results of the research indicate that the teaching materials for future teachers are far from achieving the highest level of didactic design. The average value of the coefficient of the total didactic design is only 26%. The weakest aspect of the teaching materials is the component of the learning management system. This fact implies a significant underestimation of the learning process. Students preparing for the teaching profession have not demonstrated the ability to compile didactically well-developed teaching material in their final theses. They use only a limited number of structural components, and therefore the basic function of teaching materials, the didactic function, is not fully fulfilled. The didactic function ensures the effective usability of textbooks and similar texts in actual education.","PeriodicalId":508415,"journal":{"name":"International Journal of Engineering Pedagogy (iJEP)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141383164","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 : 2024-06-05DOI: 10.3991/ijep.v14i5.46097
Beyza Guler, Susan Sajadi, Abdulaziz Alenezi, Diana Bairaktarova
Spatial thinking is the foundation for successful problem-solving and critical thinking. Scholars have confirmed that spatial skills are essential tools for problem solving in fields such as engineering, design, physics, and mathematics. Drawing on Bandura’s self-efficacy theory, this study investigates the impact of instructional modality, self-efficacy, and attitudes toward a spatial visualization app on student motivation in the context of an engineering remedial spatial visualization course. Our study focused on undergraduate engineering students from two cohorts with different instructional modalities, one in 2019 and the other in 2020. This study employs a quantitative approach, gathering data through questionnaires to measure student motivation, self-efficacy, attitudes toward the app, computer-aided design (CAD) experience, gender, and instructional modality. Our findings indicate that instructional modality significantly influenced student motivation, with online instruction during the pandemic being associated with lower motivation. Furthermore, significant predictors of student motivation were identified as self-efficacy and attitudes towards the app, independent of instructional modality. The findings provide insights into strategies for educators to implement educational technology in their courses while also remaining committed to nurturing student self-efficacy in online and in-person learning.
{"title":"From Doubt to Drive: How Instructional Modality and Self-Efficacy Shape Motivation in Remedial Spatial Visualization Courses","authors":"Beyza Guler, Susan Sajadi, Abdulaziz Alenezi, Diana Bairaktarova","doi":"10.3991/ijep.v14i5.46097","DOIUrl":"https://doi.org/10.3991/ijep.v14i5.46097","url":null,"abstract":"Spatial thinking is the foundation for successful problem-solving and critical thinking. Scholars have confirmed that spatial skills are essential tools for problem solving in fields such as engineering, design, physics, and mathematics. Drawing on Bandura’s self-efficacy theory, this study investigates the impact of instructional modality, self-efficacy, and attitudes toward a spatial visualization app on student motivation in the context of an engineering remedial spatial visualization course. Our study focused on undergraduate engineering students from two cohorts with different instructional modalities, one in 2019 and the other in 2020. This study employs a quantitative approach, gathering data through questionnaires to measure student motivation, self-efficacy, attitudes toward the app, computer-aided design (CAD) experience, gender, and instructional modality. Our findings indicate that instructional modality significantly influenced student motivation, with online instruction during the pandemic being associated with lower motivation. Furthermore, significant predictors of student motivation were identified as self-efficacy and attitudes towards the app, independent of instructional modality. The findings provide insights into strategies for educators to implement educational technology in their courses while also remaining committed to nurturing student self-efficacy in online and in-person learning.","PeriodicalId":508415,"journal":{"name":"International Journal of Engineering Pedagogy (iJEP)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141384300","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 : 2024-06-05DOI: 10.3991/ijep.v14i5.47537
Sophie Heim, Mayumi Egawa, A. Hein, Holger Wittges, Helmut Krcmar
There is an increasing demand for a qualified future workforce in the enterprise software (ES) domain, for which students should be prepared. However, due to the complexity of ES, many lecturers lack the skills to practically integrate ES into their teaching activities. ES training must be investigated holistically to address this issue, integrating the perspectives of the involved actors. Therefore, the research field of technology-mediated learning (TML) offers valuable concepts. In this paper, we first identify and present five main concepts of TML performance based on related literature. Second, we present findings from a single-case study conducted within the global academic alliance program of the ES company SAP. The program’s objective is to demonstrate the practical application of ES to students through lecturers. Unlike previous research, we consider the students’ perspective and incorporate the viewpoints of lecturers and subject matter experts (SMEs) who train the lecturers to create a comprehensive overview. Based on the insights from TML literature and the case study, we present design guidelines for ES training that take into account TML concepts, actors’ perspectives, and training aspects. Our findings highlight the universal applicability of TML in the practical context of designing ES training in higher education.
企业软件（ES）领域对未来合格劳动力的需求日益增长，学生应为此做好准备。然而，由于企业软件的复杂性，许多讲师缺乏将企业软件切实融入教学活动的技能。为解决这一问题，必须对企业软件培训进行全面研究，整合相关人员的观点。因此，以技术为媒介的学习（TML）研究领域提供了有价值的概念。在本文中，我们首先根据相关文献，确定并提出了技术中介学习（TML）绩效的五个主要概念。其次，我们介绍了在 ES 公司 SAP 的全球学术联盟计划中开展的一项单一案例研究的结果。该项目旨在通过讲师向学生展示 ES 的实际应用。与以往研究不同的是，我们考虑了学生的观点，并纳入了培训讲师的讲师和主题专家（SMEs）的观点，从而形成了一个全面的概述。基于从 TML 文献和案例研究中获得的启示，我们提出了 ES 培训的设计指南，其中考虑到了 TML 概念、参与者的观点和培训方面。我们的研究结果凸显了 TML 在高等教育设计 ES 培训的实际环境中的普遍适用性。
{"title":"Design Guidelines for Enterprise Software Training in Higher Education Based on Technology-Mediated Learning","authors":"Sophie Heim, Mayumi Egawa, A. Hein, Holger Wittges, Helmut Krcmar","doi":"10.3991/ijep.v14i5.47537","DOIUrl":"https://doi.org/10.3991/ijep.v14i5.47537","url":null,"abstract":"There is an increasing demand for a qualified future workforce in the enterprise software (ES) domain, for which students should be prepared. However, due to the complexity of ES, many lecturers lack the skills to practically integrate ES into their teaching activities. ES training must be investigated holistically to address this issue, integrating the perspectives of the involved actors. Therefore, the research field of technology-mediated learning (TML) offers valuable concepts. In this paper, we first identify and present five main concepts of TML performance based on related literature. Second, we present findings from a single-case study conducted within the global academic alliance program of the ES company SAP. The program’s objective is to demonstrate the practical application of ES to students through lecturers. Unlike previous research, we consider the students’ perspective and incorporate the viewpoints of lecturers and subject matter experts (SMEs) who train the lecturers to create a comprehensive overview. Based on the insights from TML literature and the case study, we present design guidelines for ES training that take into account TML concepts, actors’ perspectives, and training aspects. Our findings highlight the universal applicability of TML in the practical context of designing ES training in higher education.","PeriodicalId":508415,"journal":{"name":"International Journal of Engineering Pedagogy (iJEP)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141382539","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 : 2024-06-05DOI: 10.3991/ijep.v14i5.47295
Mohamed Benaida
Universities have focused on learning outcomes as a metric for evaluating the quality assurance of educational systems. However, due to the absence of a clear guide on measuring outcomes and analysing them accordingly to improve the educational cycle, educators struggled to efficiently and effectively address shortcomings. By proposing a new framework, this study fills this gap and provides a guided approach to measuring learning outcomes in the context of university e-learning systems. Facilitated by a comprehensive research literature review of 102 articles, filtered from 271 articles using the PRISMA method, the opinions of five experts regarding e-learning systems and their outcomes were analysed using the analytical hierarchy process (AHP) to provide priority rankings. Teaching methods, teaching quality, learning environment, and students emerged as the main factors, along with their sub-factors. Moreover, our experts from diverse educational and geographical backgrounds provide added value, enabling the framework to be implemented across various environments and fields. Ultimately, this framework accurately measures sub-factors to identify the strengths and weaknesses of educational variables. The proposed framework is a step in the right direction, enabling the design of a suitable system that takes into account users’ needs when assessing e-learning outcomes.
{"title":"A Framework Model for Exploring Factors for Measuring E-Learning Systems and Its Relevant Outcomes via AHP","authors":"Mohamed Benaida","doi":"10.3991/ijep.v14i5.47295","DOIUrl":"https://doi.org/10.3991/ijep.v14i5.47295","url":null,"abstract":"Universities have focused on learning outcomes as a metric for evaluating the quality assurance of educational systems. However, due to the absence of a clear guide on measuring outcomes and analysing them accordingly to improve the educational cycle, educators struggled to efficiently and effectively address shortcomings. By proposing a new framework, this study fills this gap and provides a guided approach to measuring learning outcomes in the context of university e-learning systems. Facilitated by a comprehensive research literature review of 102 articles, filtered from 271 articles using the PRISMA method, the opinions of five experts regarding e-learning systems and their outcomes were analysed using the analytical hierarchy process (AHP) to provide priority rankings. Teaching methods, teaching quality, learning environment, and students emerged as the main factors, along with their sub-factors. Moreover, our experts from diverse educational and geographical backgrounds provide added value, enabling the framework to be implemented across various environments and fields. Ultimately, this framework accurately measures sub-factors to identify the strengths and weaknesses of educational variables. The proposed framework is a step in the right direction, enabling the design of a suitable system that takes into account users’ needs when assessing e-learning outcomes.","PeriodicalId":508415,"journal":{"name":"International Journal of Engineering Pedagogy (iJEP)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141384575","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 : 2024-06-05DOI: 10.3991/ijep.v14i5.48845
Laxmisha Rai, C. Deng, Fasheng Liu
This study examines the phenomenon of learner behavior change in synchronous and asynchronous online learning environments. The article assesses the level, stage, reasons, and impact of change among online learners. To facilitate systematic analysis, a set of comparison parameters has been developed. These parameters include success and failure rates, mode and location of learning, level of interaction, group and individualized learning, courses with practical exercises, economic factors, self-regulated learning, indicators of change, technological tools, learner satisfaction, and the impact of a blended learning model. Overall, this article contributes to the understanding of online learners’ behavioral changes and provides valuable information to educators, administrators, and online education providers for designing effective online learning environments. The identified parameters can serve as a foundation for future research on how synchronous or asynchronous modes can either enhance or hinder the overall learning experience of online learners.
{"title":"Comparative Analysis of the Switching Behavior of Synchronous and Asynchronous Online Learners in Higher Education","authors":"Laxmisha Rai, C. Deng, Fasheng Liu","doi":"10.3991/ijep.v14i5.48845","DOIUrl":"https://doi.org/10.3991/ijep.v14i5.48845","url":null,"abstract":"This study examines the phenomenon of learner behavior change in synchronous and asynchronous online learning environments. The article assesses the level, stage, reasons, and impact of change among online learners. To facilitate systematic analysis, a set of comparison parameters has been developed. These parameters include success and failure rates, mode and location of learning, level of interaction, group and individualized learning, courses with practical exercises, economic factors, self-regulated learning, indicators of change, technological tools, learner satisfaction, and the impact of a blended learning model. Overall, this article contributes to the understanding of online learners’ behavioral changes and provides valuable information to educators, administrators, and online education providers for designing effective online learning environments. The identified parameters can serve as a foundation for future research on how synchronous or asynchronous modes can either enhance or hinder the overall learning experience of online learners.","PeriodicalId":508415,"journal":{"name":"International Journal of Engineering Pedagogy (iJEP)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141385977","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 : 2024-06-05DOI: 10.3991/ijep.v14i5.48491
Pinanta Chatwattana, Piyada Yangthisarn, Areeya Tabubpha
The educational recommendation system with an artificial intelligence (AI) chatbot is a system designed to operate on smartphones and is intended for use at the College of Industrial Technology in Thailand. Compatible with both iOS and Android operating systems, the educational recommendation system in this research is capable of providing educational recommendations and valuable information about the engineering degree program. It includes information about the Electronics Engineering Technology Department, relevant bodies of knowledge that can enhance awareness and public relations, and a proactive introduction to information. The main objectives of this study are to develop the capacity to analyze educational issues and provide useful and accurate information for educational recommendations, as well as to explore the possibilities for enhancing this system. The results of the study address the three research questions and demonstrate that the process and structure of the educational recommendation system with an AI chatbot can be utilized to create educational recommendation tools in higher education. These tools are accessible anywhere and at any time through small mobile devices. The system is also compatible with popular social media applications and is capable of analyzing user questions precisely and accurately to find the optimal answers that can meet the user’s needs. However, there are still gaps in the research that need to be investigated in the future. These studies should include exploring a broader range of applications among the general population and educational settings to assess the effectiveness of the educational recommendation system with an AI chatbot. Additionally, they should examine the skills that impact the utilization of educational technology in various contexts.
{"title":"The Educational Recommendation System with Artificial Intelligence Chatbot: A Case Study in Thailand","authors":"Pinanta Chatwattana, Piyada Yangthisarn, Areeya Tabubpha","doi":"10.3991/ijep.v14i5.48491","DOIUrl":"https://doi.org/10.3991/ijep.v14i5.48491","url":null,"abstract":"The educational recommendation system with an artificial intelligence (AI) chatbot is a system designed to operate on smartphones and is intended for use at the College of Industrial Technology in Thailand. Compatible with both iOS and Android operating systems, the educational recommendation system in this research is capable of providing educational recommendations and valuable information about the engineering degree program. It includes information about the Electronics Engineering Technology Department, relevant bodies of knowledge that can enhance awareness and public relations, and a proactive introduction to information. The main objectives of this study are to develop the capacity to analyze educational issues and provide useful and accurate information for educational recommendations, as well as to explore the possibilities for enhancing this system. The results of the study address the three research questions and demonstrate that the process and structure of the educational recommendation system with an AI chatbot can be utilized to create educational recommendation tools in higher education. These tools are accessible anywhere and at any time through small mobile devices. The system is also compatible with popular social media applications and is capable of analyzing user questions precisely and accurately to find the optimal answers that can meet the user’s needs. However, there are still gaps in the research that need to be investigated in the future. These studies should include exploring a broader range of applications among the general population and educational settings to assess the effectiveness of the educational recommendation system with an AI chatbot. Additionally, they should examine the skills that impact the utilization of educational technology in various contexts.","PeriodicalId":508415,"journal":{"name":"International Journal of Engineering Pedagogy (iJEP)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141384318","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 : 2024-06-05DOI: 10.3991/ijep.v14i5.47841
E. Armah, I. S. Ali
Cloud-based e-learning is a technology used to enhance teaching and learning in universities. However, its adoption in technical universities is low, and research into the factors influencing teacher adoption is limited. To address this situation, a study was conducted at Ghanaian technical universities to examine the determinants of teachers’ adoption of cloud-based e-learning. The study involved 1258 respondents, the majority of whom were male (853, or 67.8%), aged between 30 and 40 (47%), and 79.1% had a master’s degree. The results showed that individuals with a master’s degree had a higher level of knowledge of cloud-based e-learning compared to those with a bachelor’s, doctorate, or another master’s degree in technology. The study identified seven factors influencing the use of cloud-based e-learning, including pedagogical innovation, e-infrastructure readiness, cloud-based e-learning security, university location, the usefulness of cloud-based e-learning, and provider support. Interestingly, the cost of cloud-based e-learning had no significant impact.
{"title":"A Comprehensive Analysis of Faculty Adoption of Cloud Computing E-Learning in Ghanaian Technical Universities","authors":"E. Armah, I. S. Ali","doi":"10.3991/ijep.v14i5.47841","DOIUrl":"https://doi.org/10.3991/ijep.v14i5.47841","url":null,"abstract":"Cloud-based e-learning is a technology used to enhance teaching and learning in universities. However, its adoption in technical universities is low, and research into the factors influencing teacher adoption is limited. To address this situation, a study was conducted at Ghanaian technical universities to examine the determinants of teachers’ adoption of cloud-based e-learning. The study involved 1258 respondents, the majority of whom were male (853, or 67.8%), aged between 30 and 40 (47%), and 79.1% had a master’s degree. The results showed that individuals with a master’s degree had a higher level of knowledge of cloud-based e-learning compared to those with a bachelor’s, doctorate, or another master’s degree in technology. The study identified seven factors influencing the use of cloud-based e-learning, including pedagogical innovation, e-infrastructure readiness, cloud-based e-learning security, university location, the usefulness of cloud-based e-learning, and provider support. Interestingly, the cost of cloud-based e-learning had no significant impact.","PeriodicalId":508415,"journal":{"name":"International Journal of Engineering Pedagogy (iJEP)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141382663","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 : 2024-06-05DOI: 10.3991/ijep.v14i5.48063
Joselyn Zapata-Paulini, M. Cabanillas-Carbonell
Access to quality education remains a significant global challenge today. In line with the goals outlined by the World Health Organization (WHO) in its 2030 agenda, ensuring access to education is a fundamental objective. Consequently, it is imperative to undertake an investigation into the influence of technological innovation on educational practices. This study examines the impact of incorporating the 5G network into educational settings to improve learning experiences. The analysis covered 134 articles, 62 of which were deemed relevant, classifying the research as ongoing projects or pilot studies for future exploration. The main digital tools identified were artificial intelligence, the Internet of Things, virtual reality, and machine learning. The use of the 5G network appears to have a more significant impact on higher education and universities. Research in this field is mainly concentrated in Europe, America, and Asia. In addition, it is clear that the adoption of 5G technology is influencing pedagogical methods, emphasising immersive learning, e-learning platforms, and flipped classrooms. This study argues for further research into the integration of technology in education, advocating a careful examination of the implementation of 5G infrastructure and its potential to improve access to high-quality education.
{"title":"5G Technology for Innovation Education (Sustainable Development Goals 4): A Systematic Review","authors":"Joselyn Zapata-Paulini, M. Cabanillas-Carbonell","doi":"10.3991/ijep.v14i5.48063","DOIUrl":"https://doi.org/10.3991/ijep.v14i5.48063","url":null,"abstract":"Access to quality education remains a significant global challenge today. In line with the goals outlined by the World Health Organization (WHO) in its 2030 agenda, ensuring access to education is a fundamental objective. Consequently, it is imperative to undertake an investigation into the influence of technological innovation on educational practices. This study examines the impact of incorporating the 5G network into educational settings to improve learning experiences. The analysis covered 134 articles, 62 of which were deemed relevant, classifying the research as ongoing projects or pilot studies for future exploration. The main digital tools identified were artificial intelligence, the Internet of Things, virtual reality, and machine learning. The use of the 5G network appears to have a more significant impact on higher education and universities. Research in this field is mainly concentrated in Europe, America, and Asia. In addition, it is clear that the adoption of 5G technology is influencing pedagogical methods, emphasising immersive learning, e-learning platforms, and flipped classrooms. This study argues for further research into the integration of technology in education, advocating a careful examination of the implementation of 5G infrastructure and its potential to improve access to high-quality education.","PeriodicalId":508415,"journal":{"name":"International Journal of Engineering Pedagogy (iJEP)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141382770","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 : 2024-06-05DOI: 10.3991/ijep.v14i5.47473
Lisette Abrahamzon Garcia, Katerina Galantini Velarde, Ana Luna Torres
The architecture, engineering, construction, and operation (AECO) industry has brought transformations within the field. Despite the changes, traditional teaching methods such as analyzing two-dimensional plans and models are still being used in training processes, which do not effectively promote the development of spatial skills. In this context, augmented reality (AR) can be used as a tool to translate two-dimensional information into three-dimensional space. Thus, the present study explores the use of the VT-Platform AR tool to develop and reinforce spatial skills among undergraduate civil engineering students. The study follows a quantitative approach with a descriptive scope and an experimental design. Students in the sanitary engineering subject were divided into two groups: an experimental group and a control group. A short-term teaching-learning methodology was proposed for the experimental group using the VT-Platform AR tool. Both groups took the differential aptitude test (DAT) to measure their spatial skills. The experimental group showed a higher average score compared to the control group, with a difference of 29.8%. Furthermore, the use of the VT-Platform AR tool helped standardize the level of spatial skills within the experimental group. It was concluded that using the VT-Platform AR tool can effectively develop and reinforce spatial skills among students.
建筑、工程、施工和运营（AECO）行业带来了变革。尽管发生了变化，但在培训过程中仍在使用传统的教学方法，如分析二维平面图和模型，这并不能有效促进空间技能的发展。在这种情况下，增强现实（AR）可以作为一种将二维信息转化为三维空间的工具。因此，本研究探讨了如何使用 VT-Platform AR 工具来培养和强化土木工程专业本科生的空间技能。本研究采用定量方法、描述性范围和实验设计。卫生工程学科的学生被分为两组：实验组和对照组。实验组使用 VT-Platform AR 工具，提出了一种短期教学方法。两组学生都参加了能力差异测试（DAT），以测量他们的空间技能。与对照组相比，实验组的平均得分更高，相差 29.8%。此外，VT-Platform AR 工具的使用有助于标准化实验组的空间技能水平。结论是，使用 VT-Platform AR 工具可以有效培养和强化学生的空间技能。
{"title":"Augmented Reality for the Development and Reinforcement of Spatial Skills: A Case Applied to Civil Engineering Students","authors":"Lisette Abrahamzon Garcia, Katerina Galantini Velarde, Ana Luna Torres","doi":"10.3991/ijep.v14i5.47473","DOIUrl":"https://doi.org/10.3991/ijep.v14i5.47473","url":null,"abstract":"The architecture, engineering, construction, and operation (AECO) industry has brought transformations within the field. Despite the changes, traditional teaching methods such as analyzing two-dimensional plans and models are still being used in training processes, which do not effectively promote the development of spatial skills. In this context, augmented reality (AR) can be used as a tool to translate two-dimensional information into three-dimensional space. Thus, the present study explores the use of the VT-Platform AR tool to develop and reinforce spatial skills among undergraduate civil engineering students. The study follows a quantitative approach with a descriptive scope and an experimental design. Students in the sanitary engineering subject were divided into two groups: an experimental group and a control group. A short-term teaching-learning methodology was proposed for the experimental group using the VT-Platform AR tool. Both groups took the differential aptitude test (DAT) to measure their spatial skills. The experimental group showed a higher average score compared to the control group, with a difference of 29.8%. Furthermore, the use of the VT-Platform AR tool helped standardize the level of spatial skills within the experimental group. It was concluded that using the VT-Platform AR tool can effectively develop and reinforce spatial skills among students.","PeriodicalId":508415,"journal":{"name":"International Journal of Engineering Pedagogy (iJEP)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141385396","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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