Contribution: The article describes an innovative concept to create authentic application examples for mathematics courses in an engineering degree program in order to illustrate the relevance of mathematics for engineering. Background: It can be difficult and time consuming for mathematics instructors to find and understand authentic applications. Larger projects may be difficult to integrate into an existing course outline. Intended Outcomes: With the help of the new concept, examples can be created that are authentic, that can be embedded in an existing course outline, and that are not too time consuming for the instructor to create. Application Design: The new concept combines two approaches: 1) peer teaching and 2) interaction of different disciplines. In close cooperation with a student from a higher semester who has already successfully completed the course, applications from the student’s study or work context are sought and prepared for successful embedding, and integrated into the course. Findings: An accompanying evaluation study shows that the students in the mathematics courses find the examples created motivating and rate them as authentic and application-oriented.
{"title":"Integration of Engineering Application Examples in Mathematics Courses","authors":"Susanne Hilger;Angela Schmitz","doi":"10.1109/TE.2023.3337428","DOIUrl":"https://doi.org/10.1109/TE.2023.3337428","url":null,"abstract":"Contribution: The article describes an innovative concept to create authentic application examples for mathematics courses in an engineering degree program in order to illustrate the relevance of mathematics for engineering. Background: It can be difficult and time consuming for mathematics instructors to find and understand authentic applications. Larger projects may be difficult to integrate into an existing course outline. Intended Outcomes: With the help of the new concept, examples can be created that are authentic, that can be embedded in an existing course outline, and that are not too time consuming for the instructor to create. Application Design: The new concept combines two approaches: 1) peer teaching and 2) interaction of different disciplines. In close cooperation with a student from a higher semester who has already successfully completed the course, applications from the student’s study or work context are sought and prepared for successful embedding, and integrated into the course. Findings: An accompanying evaluation study shows that the students in the mathematics courses find the examples created motivating and rate them as authentic and application-oriented.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141966201","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Contribution: This article focuses on the study of Native Hawaiian student experiences in engineering education. Telling these stories illustrates the importance of legitimizing and appreciating different knowledge types in engineering as we move toward a more inclusive and sustainable field. Background: Native Hawaiian engineering students live oppressive realities due to the history of settler colonialism and occupation that attempted to erase their culture and ways of knowing, including in engineering education. This study shows how students overcome these realities to enact their ways of knowing in a field where it is not always respected. Informing the field of ways to promote and respect the different knowledge types of marginalized groups can help to create a more inclusive and sustainable engineering field. Research Question: In what ways do Native Hawaiian students bring their cultural ways of knowing into engineering education? Methodology: We conducted semi-structured interviews with three undergraduate Native Hawaiian students using Manulani Aluli Meyer’s Holographic Epistemology as a theoretical lens to inform the questions and qualitative analysis. The analysis uses a combination of inductive and deductive analyses to create the hologram that Meyer outlines in her work. Findings: The participants found different ways to enact their cultural ways of knowing. We interpret them through the Native Hawaiian values of pono, kuleana, and hō‘ihi. This illustrates how engineering educators, researchers, and programs can legitimize the knowledges of the students by promoting authenticity and reciprocity toward marginalized students and their ways of knowing.
{"title":"“These Different Ideas, Traditions, and Values Make My Thinking Unique and Creative”: Bringing Native Hawaiian Ways of Knowing to Engineering Education","authors":"Austin Morgan Kainoa Peters;Susan M. Lord","doi":"10.1109/TE.2023.3334195","DOIUrl":"https://doi.org/10.1109/TE.2023.3334195","url":null,"abstract":"Contribution: This article focuses on the study of Native Hawaiian student experiences in engineering education. Telling these stories illustrates the importance of legitimizing and appreciating different knowledge types in engineering as we move toward a more inclusive and sustainable field. Background: Native Hawaiian engineering students live oppressive realities due to the history of settler colonialism and occupation that attempted to erase their culture and ways of knowing, including in engineering education. This study shows how students overcome these realities to enact their ways of knowing in a field where it is not always respected. Informing the field of ways to promote and respect the different knowledge types of marginalized groups can help to create a more inclusive and sustainable engineering field. Research Question: In what ways do Native Hawaiian students bring their cultural ways of knowing into engineering education? Methodology: We conducted semi-structured interviews with three undergraduate Native Hawaiian students using Manulani Aluli Meyer’s Holographic Epistemology as a theoretical lens to inform the questions and qualitative analysis. The analysis uses a combination of inductive and deductive analyses to create the hologram that Meyer outlines in her work. Findings: The participants found different ways to enact their cultural ways of knowing. We interpret them through the Native Hawaiian values of pono, kuleana, and hō‘ihi. This illustrates how engineering educators, researchers, and programs can legitimize the knowledges of the students by promoting authenticity and reciprocity toward marginalized students and their ways of knowing.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10360445","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141245137","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Felipe González-Pizarro;Claudia López;Andrea Vásquez;Carlos Castro
While computational thinking arises as an essential skill worldwide, formal primary and secondary education in Latin America rarely incorporates mechanisms to develop it in their curricula. The extent to which students in the region acquire computational thinking skills remains largely unknown. To start addressing this void, this article presents findings from a cross sectional study that characterizes the computational thinking abilities of incoming students at a Chilean university with a strong emphasis on STEM disciplines. Based on more than 500 responses, this study provides evidence of significant inequalities in computational thinking across gender, type of school (private or no), and prior programming knowledge. The discussion offers insights into how these disparities relate to contextual factors of the country, such as a highly socio-economically segregated educational system, public policies focused mainly on technology access, and heavy reliance on voluntary initiatives, to develop computational thinking. The findings can enlighten upcoming research endeavors and formulate strategies to create a more equitable field for students entering STEM degrees in nations facing similar circumstances.
{"title":"Inequalities in Computational Thinking Among Incoming Students in an STEM Chilean University","authors":"Felipe González-Pizarro;Claudia López;Andrea Vásquez;Carlos Castro","doi":"10.1109/TE.2023.3334193","DOIUrl":"https://doi.org/10.1109/TE.2023.3334193","url":null,"abstract":"While computational thinking arises as an essential skill worldwide, formal primary and secondary education in Latin America rarely incorporates mechanisms to develop it in their curricula. The extent to which students in the region acquire computational thinking skills remains largely unknown. To start addressing this void, this article presents findings from a cross sectional study that characterizes the computational thinking abilities of incoming students at a Chilean university with a strong emphasis on STEM disciplines. Based on more than 500 responses, this study provides evidence of significant inequalities in computational thinking across gender, type of school (private or no), and prior programming knowledge. The discussion offers insights into how these disparities relate to contextual factors of the country, such as a highly socio-economically segregated educational system, public policies focused mainly on technology access, and heavy reliance on voluntary initiatives, to develop computational thinking. The findings can enlighten upcoming research endeavors and formulate strategies to create a more equitable field for students entering STEM degrees in nations facing similar circumstances.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2023-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10345555","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140540859","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The COVID-19 pandemic has introduced challenges to delivering laboratory-based STEM curricula. This study evaluates students’ learning experience in a synchronous team design activity within the laboratory component of an undergraduate Computer Engineering course during the pandemic. Using the EduPad digital platform, students collaborated in small groups to develop a working design for a software simulator. The researchers measured students’ social, cognitive, and teaching presences during the remote team design activities and gathered their feedback on the learning experience. The findings demonstrate that students exhibited high levels of cognitive presence during the remote team design activities, suggesting effective strategies for promoting cognitive presence in synchronous engineering laboratory instruction. This study contributes to the community of inquiry framework and expands the existing repertoire of techniques for enhancing cognitive presence in online synchronous instruction. The implications for further research are also discussed.
{"title":"Promoting Community of Inquiry in Synchronous Team Design Activities for Remote Engineering Laboratory Instruction","authors":"Baiyun Chen;Ronald F. DeMara","doi":"10.1109/TE.2023.3333703","DOIUrl":"https://doi.org/10.1109/TE.2023.3333703","url":null,"abstract":"The COVID-19 pandemic has introduced challenges to delivering laboratory-based STEM curricula. This study evaluates students’ learning experience in a synchronous team design activity within the laboratory component of an undergraduate Computer Engineering course during the pandemic. Using the EduPad digital platform, students collaborated in small groups to develop a working design for a software simulator. The researchers measured students’ social, cognitive, and teaching presences during the remote team design activities and gathered their feedback on the learning experience. The findings demonstrate that students exhibited high levels of cognitive presence during the remote team design activities, suggesting effective strategies for promoting cognitive presence in synchronous engineering laboratory instruction. This study contributes to the community of inquiry framework and expands the existing repertoire of techniques for enhancing cognitive presence in online synchronous instruction. The implications for further research are also discussed.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2023-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139700406","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Contribution: This concept article shows how the mathematical competencies research framework (MCRF) can guide the design of rubrics to assess engineering mathematics tasks. Practical guidance is given for engineering mathematics educators wanting to create effective rubrics that support student learning and promote academic success. Background: The authors argue that including some rubric-assessed tasks can help students cope better with mathematically challenging concepts. By making explicit the mathematical competencies needed, students may make better use of mathematics concepts outside of mathematics classes. Research Question: What are the design principles for using rubrics to develop mathematical competencies in a way that enables engineering students to voice their values? Methodology: Literature on rubric design was combined with the MCRF and engineering graduate attributes to design rubric principles for tasks involving mathematics competencies. Findings: A general rubric is presented, aligned to six mathematical competencies, with an example of a task and rubric for analyzing ac circuits with complex impedance on GeoGebra. By giving room for students to voice what they value, the rubric design helps to address the challenge of inclusion.
{"title":"Design Principles for Using Rubrics in Engineering Mathematics","authors":"Anita L. Campbell;Pragashni Padayachee","doi":"10.1109/TE.2023.3329761","DOIUrl":"https://doi.org/10.1109/TE.2023.3329761","url":null,"abstract":"Contribution: This concept article shows how the mathematical competencies research framework (MCRF) can guide the design of rubrics to assess engineering mathematics tasks. Practical guidance is given for engineering mathematics educators wanting to create effective rubrics that support student learning and promote academic success. Background: The authors argue that including some rubric-assessed tasks can help students cope better with mathematically challenging concepts. By making explicit the mathematical competencies needed, students may make better use of mathematics concepts outside of mathematics classes. Research Question: What are the design principles for using rubrics to develop mathematical competencies in a way that enables engineering students to voice their values? Methodology: Literature on rubric design was combined with the MCRF and engineering graduate attributes to design rubric principles for tasks involving mathematics competencies. Findings: A general rubric is presented, aligned to six mathematical competencies, with an example of a task and rubric for analyzing ac circuits with complex impedance on GeoGebra. By giving room for students to voice what they value, the rubric design helps to address the challenge of inclusion.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141965144","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Contribution: Two toolsets for the remote teaching of radio communication laboratory classes: 1) online simulators for individual work of students and 2) a remote access system to laboratory workstations for group work. Initial assumptions and method of implementation of both tools are presented. Background: The COVID-19 pandemic has forced a change in teaching at all levels of education. The specificity of practical classes, such as laboratories, means that the tools used must often be atypical, prepared for a specific type of activity. Intended Outcomes: Hybrid laboratory with tools for remote learning in the form of online simulators and remote access to laboratory workstations, enabling students to achieve the same educational results in the field of radiocommunication as presential classes. Application Design: Online simulators were prepared as Javascript code run in a Web browser as part of a html page, which provide easy integration with various learning platforms and Web servers. The remote access system uses Javascript code for the user interface and a gateway server based on an Apache Web server and FastCGI interface to communicate with C/C++ programs responsible for controlling measuring equipment. Findings: Online simulators have been positively assessed by students during two years of remote learning, but comparison of the grades from remote and presential classes is inconclusive. The obtained grades were comparable in the first year of remote laboratories, but they were worse in the second year than the grades from classroom learning. The system for remote access to the laboratory stands has not yet been evaluated.
{"title":"Hybrid Laboratory of Radio Communication With Online Simulators and Remote Access","authors":"Jaroslaw Sadowski;Jacek Stefanski","doi":"10.1109/TE.2023.3328375","DOIUrl":"https://doi.org/10.1109/TE.2023.3328375","url":null,"abstract":"Contribution: Two toolsets for the remote teaching of radio communication laboratory classes: 1) online simulators for individual work of students and 2) a remote access system to laboratory workstations for group work. Initial assumptions and method of implementation of both tools are presented. Background: The COVID-19 pandemic has forced a change in teaching at all levels of education. The specificity of practical classes, such as laboratories, means that the tools used must often be atypical, prepared for a specific type of activity. Intended Outcomes: Hybrid laboratory with tools for remote learning in the form of online simulators and remote access to laboratory workstations, enabling students to achieve the same educational results in the field of radiocommunication as presential classes. Application Design: Online simulators were prepared as Javascript code run in a Web browser as part of a html page, which provide easy integration with various learning platforms and Web servers. The remote access system uses Javascript code for the user interface and a gateway server based on an Apache Web server and FastCGI interface to communicate with C/C++ programs responsible for controlling measuring equipment. Findings: Online simulators have been positively assessed by students during two years of remote learning, but comparison of the grades from remote and presential classes is inconclusive. The obtained grades were comparable in the first year of remote laboratories, but they were worse in the second year than the grades from classroom learning. The system for remote access to the laboratory stands has not yet been evaluated.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139700427","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Contribution: This article presents an engineering outreach activity that aims to teach K-12 students how to develop a tendon-based soft robotic finger. The primary objectives of this STEM activity are to introduce students to the fundamentals of soft robotics, its interdisciplinary nature, and to offer them a hands-on and engaging learning experience using the project-based- learning approach. Background: Soft robotics, an interdisciplinary field combining chemistry, materials science, and robotics, has the potential to revolutionize the design and development of robots. However, introducing the fundamental concepts of soft robotics to K-12 students can be challenging since traditional robotic activities often require complex programming, technical expertise and expensive equipment and software. Intended Outcomes: Increasing the students’ understanding of soft robotics principles, materials, and polymer processing. Positively impacting students’ perception of engineering as a potential career path by enhancing their attitudes toward STEM. Application Design: Students could develop manually actuated soft robotic fingers within a 45-min workshop by utilizing 3-D printed molds, rapidly curing elastomeric materials, and the basic mold casting method. The outreach activity is intentionally designed to simplify the technology used by eliminating the need for complex programming, and to focus on utilizing novel materials and basic concepts to construct actuating soft robots, providing an effective and engaging STEM activity for K-12 students. Findings: The success/effectiveness of the activity was evaluated in three ways: 1) through direct inspection on the performance of the student-fabricated soft finger during the workshop; 2) through the pre- and post-tests to evaluate the learning outcomes; and 3) by conducting a STEM outreach survey to gather student feedback on the quality of the outreach activity and their attitudes toward STEM. During the workshop activities, the students were able to effectively follow the instructions, construct a tendon-based soft robotic finger, and manually actuate the finger using the tendon. According to the results of pre- and post-tests, the students increased their understanding regarding the principles of soft robotics, materials and polymer processing. Furthermore, the STEM outreach survey of IEEE powered “TryEngineering Portal” revealed that the developed outreach activity enhanced the achievement of pedagogical and quality outcome goals and measures, as well as program targets and objectives.
{"title":"An Engineering Outreach Activity: How to Develop a Tendon-Based Soft Robotic Finger?","authors":"Fatma Demir;Ellen Roels;Seppe Terryn;Bram Vanderborght","doi":"10.1109/TE.2023.3327315","DOIUrl":"https://doi.org/10.1109/TE.2023.3327315","url":null,"abstract":"Contribution: This article presents an engineering outreach activity that aims to teach K-12 students how to develop a tendon-based soft robotic finger. The primary objectives of this STEM activity are to introduce students to the fundamentals of soft robotics, its interdisciplinary nature, and to offer them a hands-on and engaging learning experience using the project-based- learning approach. Background: Soft robotics, an interdisciplinary field combining chemistry, materials science, and robotics, has the potential to revolutionize the design and development of robots. However, introducing the fundamental concepts of soft robotics to K-12 students can be challenging since traditional robotic activities often require complex programming, technical expertise and expensive equipment and software. Intended Outcomes: Increasing the students’ understanding of soft robotics principles, materials, and polymer processing. Positively impacting students’ perception of engineering as a potential career path by enhancing their attitudes toward STEM. Application Design: Students could develop manually actuated soft robotic fingers within a 45-min workshop by utilizing 3-D printed molds, rapidly curing elastomeric materials, and the basic mold casting method. The outreach activity is intentionally designed to simplify the technology used by eliminating the need for complex programming, and to focus on utilizing novel materials and basic concepts to construct actuating soft robots, providing an effective and engaging STEM activity for K-12 students. Findings: The success/effectiveness of the activity was evaluated in three ways: 1) through direct inspection on the performance of the student-fabricated soft finger during the workshop; 2) through the pre- and post-tests to evaluate the learning outcomes; and 3) by conducting a STEM outreach survey to gather student feedback on the quality of the outreach activity and their attitudes toward STEM. During the workshop activities, the students were able to effectively follow the instructions, construct a tendon-based soft robotic finger, and manually actuate the finger using the tendon. According to the results of pre- and post-tests, the students increased their understanding regarding the principles of soft robotics, materials and polymer processing. Furthermore, the STEM outreach survey of IEEE powered “TryEngineering Portal” revealed that the developed outreach activity enhanced the achievement of pedagogical and quality outcome goals and measures, as well as program targets and objectives.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10335720","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139700495","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Contribution: This study used a guided reflective thinking mechanism to improve students’ acceptance of flipped classrooms while promoting the development of students’ will and self-regulated learning strategies to enhance their preclass preparation and participation in classroom activities. Background: Previous research has provided evidence of the impact of flipped classrooms on student learning, but an understanding of the relationship between flipped classrooms, learning strategies, and learning outcomes is limited. Intended Outcome: The learning strategies used by students in the flipped classroom were examined, and the effectiveness of incorporating a guided reflective thinking mechanism into the flipped classroom teaching design of a digital logic (DL) course was evaluated. Application Design: Referring to the strategic learning model, this study integrated the mechanism of guided reflective thinking into the instructional design of a flipped classroom for first-year students in the Department of Electrical Engineering of a junior college in Taiwan. Findings: The results show that the flipped classroom teaching design that guides the reflective thinking mechanism can promote the development of students’ strategies to enhance their attitude, motivation, time management, concentration, self-testing, and solving learning difficulties, thereby improving their performance in DL courses. Furthermore, self-testing strategies are the most important predictor of students’ performance in DL courses.
{"title":"A Digital Logic Flipped Classroom for Promoting Students’ Preclass Preparation and Participation in Classroom Activities Using a Guided Reflective Thinking Mechanism","authors":"Tuan-Yung Han;Hong-Ren Chen","doi":"10.1109/TE.2023.3330417","DOIUrl":"https://doi.org/10.1109/TE.2023.3330417","url":null,"abstract":"Contribution: This study used a guided reflective thinking mechanism to improve students’ acceptance of flipped classrooms while promoting the development of students’ will and self-regulated learning strategies to enhance their preclass preparation and participation in classroom activities. Background: Previous research has provided evidence of the impact of flipped classrooms on student learning, but an understanding of the relationship between flipped classrooms, learning strategies, and learning outcomes is limited. Intended Outcome: The learning strategies used by students in the flipped classroom were examined, and the effectiveness of incorporating a guided reflective thinking mechanism into the flipped classroom teaching design of a digital logic (DL) course was evaluated. Application Design: Referring to the strategic learning model, this study integrated the mechanism of guided reflective thinking into the instructional design of a flipped classroom for first-year students in the Department of Electrical Engineering of a junior college in Taiwan. Findings: The results show that the flipped classroom teaching design that guides the reflective thinking mechanism can promote the development of students’ strategies to enhance their attitude, motivation, time management, concentration, self-testing, and solving learning difficulties, thereby improving their performance in DL courses. Furthermore, self-testing strategies are the most important predictor of students’ performance in DL courses.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139700428","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Alma Pisabarro-Marron;Carlos Vivaracho-Pascual;Esperanza Manso-Martinez;Silvia Arias-Herguedas
Contribution: A successful activity based on the scavenger hunt (SH) game is presented here. Although “serious game” in education now seems synonymous with videogame, the effectiveness of hands-on traditional games to increase student performance that, besides, they also like is defended and proved. The proposal is not focused, as is usual, on a single aspect of the educational environment, but on integrating behavioral and affective aspects into the learning process. Background: The literature analysis shows the predominance of serious games based on videogames in education, perhaps due to the lack of objective evidence concerning the influence of traditional game alternatives, such as SHs, on students’ attitude/learning. This objective evidence is addressed with a proposal to motivate and integrate the students, making them more participative and thus positively affect their learning. Intended Outcomes: The activity increases motivation (behavioral outcome) and socialization (affective outcome), boosting learning (competence outcome); besides, students like the activity. Application Design: The necessity for a different instructional strategy came from the lack of commitment by the students in the first year of Computer Science Engineering. So a game (they are entertaining and powerful tools to increase motivation) that takes the students outside their normal working environment (classroom and laboratory) was designed. The study follows a cross sectional design with experimental and control sets randomly created, and sizes of 106 and 98 students, respectively. Findings: Highly satisfactory and statistically significant results were achieved: their attitude in class and personal study was more active (motivation), new relationships were created (socialization), they obtained better marks (learning) and enjoyed the activity (user experience), even though it was nondigital.
{"title":"A Proposal for an Immersive Scavenger Hunt-Based Serious Game in Higher Education","authors":"Alma Pisabarro-Marron;Carlos Vivaracho-Pascual;Esperanza Manso-Martinez;Silvia Arias-Herguedas","doi":"10.1109/TE.2023.3330764","DOIUrl":"https://doi.org/10.1109/TE.2023.3330764","url":null,"abstract":"Contribution: A successful activity based on the scavenger hunt (SH) game is presented here. Although “serious game” in education now seems synonymous with videogame, the effectiveness of hands-on traditional games to increase student performance that, besides, they also like is defended and proved. The proposal is not focused, as is usual, on a single aspect of the educational environment, but on integrating behavioral and affective aspects into the learning process. Background: The literature analysis shows the predominance of serious games based on videogames in education, perhaps due to the lack of objective evidence concerning the influence of traditional game alternatives, such as SHs, on students’ attitude/learning. This objective evidence is addressed with a proposal to motivate and integrate the students, making them more participative and thus positively affect their learning. Intended Outcomes: The activity increases motivation (behavioral outcome) and socialization (affective outcome), boosting learning (competence outcome); besides, students like the activity. Application Design: The necessity for a different instructional strategy came from the lack of commitment by the students in the first year of Computer Science Engineering. So a game (they are entertaining and powerful tools to increase motivation) that takes the students outside their normal working environment (classroom and laboratory) was designed. The study follows a cross sectional design with experimental and control sets randomly created, and sizes of 106 and 98 students, respectively. Findings: Highly satisfactory and statistically significant results were achieved: their attitude in class and personal study was more active (motivation), new relationships were created (socialization), they obtained better marks (learning) and enjoyed the activity (user experience), even though it was nondigital.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10335725","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139700429","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"IEEE Transactions on Education Publication Information","authors":"","doi":"10.1109/TE.2023.3332000","DOIUrl":"https://doi.org/10.1109/TE.2023.3332000","url":null,"abstract":"","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10336693","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138468150","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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