Alex Cameron;Abu Alam;Madhu Khurana;Jordan Allison;Nasreen Anjum
Modern day organizations face a continuous challenge in ensuring that their employees are cognizant with malware and cyber attacks, since it has the potential to cause financial, legal, and reputational damage to them. Current awareness training exists in a multitude of forms to equip employees and organizations to protect themselves against malware and cyber attacks. This article proposes a more realistic and interactive approach to malware training through a simulated ransomware infection presented as a game, both for employees and students in cyber security domain. The proposed mechanism was tested by individuals within cyber industries and students and demonstrated at events within the South West of England to an audience of prospective employees and industry experts, who found the training beneficial and insightful into how malware can be avoided and identified. Overall, results from the development of the tool indicate that the ability to identify malicious files increased in the range of 12%–55%, with respondents generally agreeing the tool was useful for increasing learning capacity. External results from unstructured interviews appear to illustrate that individuals displayed a heightened awareness post-training. External surveys with undergraduate students studying cyber and computer science indicate 100% of students believe the training would be useful for some form of training, with 86% evaluating the training would be suitable for both unsupervised and supervised malware training. Language analysis revealed highly positive vocabulary in free-text questions from multiple year groups, most highly in second and third year cyber security cohorts.
{"title":"The Importance of Malware Awareness for Aspiring Cyber Professionals: Applicability of Gamification Static Analysis Tools","authors":"Alex Cameron;Abu Alam;Madhu Khurana;Jordan Allison;Nasreen Anjum","doi":"10.1109/TE.2024.3471336","DOIUrl":"https://doi.org/10.1109/TE.2024.3471336","url":null,"abstract":"Modern day organizations face a continuous challenge in ensuring that their employees are cognizant with malware and cyber attacks, since it has the potential to cause financial, legal, and reputational damage to them. Current awareness training exists in a multitude of forms to equip employees and organizations to protect themselves against malware and cyber attacks. This article proposes a more realistic and interactive approach to malware training through a simulated ransomware infection presented as a game, both for employees and students in cyber security domain. The proposed mechanism was tested by individuals within cyber industries and students and demonstrated at events within the South West of England to an audience of prospective employees and industry experts, who found the training beneficial and insightful into how malware can be avoided and identified. Overall, results from the development of the tool indicate that the ability to identify malicious files increased in the range of 12%–55%, with respondents generally agreeing the tool was useful for increasing learning capacity. External results from unstructured interviews appear to illustrate that individuals displayed a heightened awareness post-training. External surveys with undergraduate students studying cyber and computer science indicate 100% of students believe the training would be useful for some form of training, with 86% evaluating the training would be suitable for both unsupervised and supervised malware training. Language analysis revealed highly positive vocabulary in free-text questions from multiple year groups, most highly in second and third year cyber security cohorts.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"68 1","pages":"132-139"},"PeriodicalIF":2.1,"publicationDate":"2024-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143360876","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}
María José Canet;María Asunción Pérez-Pascual;Lorena Atarés;Macarena Trujillo
Contribution: This article presents significant contributions in the field of understanding and addressing misconceptions (MCs) related to Ohm’s law. First, it provides a comprehensive list and detailed description of 16 MCs commonly observed among students, and identifies and emphasizes 11 good practices that educators can adopt to effectively address these MCs to promote conceptual understanding. Second, this article offers two conceptual maps, serving as a valuable guide for practitioners. Lastly, this work presents an in-depth analysis of a flipped classroom intervention aimed at both overthrowing students’ MCs and promoting students’ metacognition. Background: A deep understanding of Ohm’s law holds immense importance for first-year engineering students because it serves as a fundamental principle in electrical engineering and forms the basis for analyzing and designing electrical circuits. Research Questions: Which MCs prevent students from understanding Ohm’s law? Which are their prevalence and persistence? Does the classroom dynamics proposed in this research improve the understanding of Ohm’s law? Does it transform the students’ previous conception? and Do students retain the new conception? Methodology: Two student groups from different degrees were selected as participants in the study. Both student groups were assessed using the conceptual Test DIRECT 1.0 as a pretest and DIRECT 1.2 as a post-test and delayed post-test. Quantitative and qualitative analyses were carried out to determine significant differences in learning outcomes before and after instruction. This study also provides rich insights into the underlying MCs and the effectiveness of the instructional approach in addressing them. Findings: The research findings contribute to the existing knowledge by identifying a new MC, introducing new good practices, developing a new conceptual map for power, showcasing the effectiveness of a classroom intervention, and deepening the understanding of the relationship between test DIRECT 1.0 and 1.2 and MCs. These findings have implications for educational practices, curriculum development, and instructional approaches, ultimately aiming at improving students’ understanding of Ohm’s law and related electrical concepts.
{"title":"Helping First-Year University Students to Overcome the Threshold Concept of Ohm’s Law","authors":"María José Canet;María Asunción Pérez-Pascual;Lorena Atarés;Macarena Trujillo","doi":"10.1109/TE.2024.3468002","DOIUrl":"https://doi.org/10.1109/TE.2024.3468002","url":null,"abstract":"Contribution: This article presents significant contributions in the field of understanding and addressing misconceptions (MCs) related to Ohm’s law. First, it provides a comprehensive list and detailed description of 16 MCs commonly observed among students, and identifies and emphasizes 11 good practices that educators can adopt to effectively address these MCs to promote conceptual understanding. Second, this article offers two conceptual maps, serving as a valuable guide for practitioners. Lastly, this work presents an in-depth analysis of a flipped classroom intervention aimed at both overthrowing students’ MCs and promoting students’ metacognition. Background: A deep understanding of Ohm’s law holds immense importance for first-year engineering students because it serves as a fundamental principle in electrical engineering and forms the basis for analyzing and designing electrical circuits. Research Questions: Which MCs prevent students from understanding Ohm’s law? Which are their prevalence and persistence? Does the classroom dynamics proposed in this research improve the understanding of Ohm’s law? Does it transform the students’ previous conception? and Do students retain the new conception? Methodology: Two student groups from different degrees were selected as participants in the study. Both student groups were assessed using the conceptual Test DIRECT 1.0 as a pretest and DIRECT 1.2 as a post-test and delayed post-test. Quantitative and qualitative analyses were carried out to determine significant differences in learning outcomes before and after instruction. This study also provides rich insights into the underlying MCs and the effectiveness of the instructional approach in addressing them. Findings: The research findings contribute to the existing knowledge by identifying a new MC, introducing new good practices, developing a new conceptual map for power, showcasing the effectiveness of a classroom intervention, and deepening the understanding of the relationship between test DIRECT 1.0 and 1.2 and MCs. These findings have implications for educational practices, curriculum development, and instructional approaches, ultimately aiming at improving students’ understanding of Ohm’s law and related electrical concepts.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"68 1","pages":"117-131"},"PeriodicalIF":2.1,"publicationDate":"2024-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10711864","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143360874","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}
Alexander Tobias Neumann;Yue Yin;Sulayman Sowe;Stefan Decker;Matthias Jarke
Contribution: This research explores the benefits and challenges of developing, deploying, and evaluating a large language model (LLM) chatbot, MoodleBot, in computer science classroom settings. It highlights the potential of integrating LLMs into LMSs like Moodle to support self-regulated learning (SRL) and help-seeking behavior. Background: Computer science educators face immense challenges incorporating novel tools into LMSs to create a supportive and engaging learning environment. MoodleBot addresses this challenge by offering an interactive platform for both students and teachers. Research Questions: Despite issues like bias, hallucinations, and teachers’ and educators’ resistance to embracing new (AI) technologies, this research investigates two questions: (RQ1) To what extent do students accept MoodleBot as a valuable tool for learning support? (RQ2) How accurately does MoodleBot churn out responses, and how congruent are these with the established course content? Methodology: This study reviews pedagogical literature on AI-driven chatbots and adopts the retrieval-augmented generation (RAG) approach for MoodleBot’s design and data processing. The technology acceptance model (TAM) evaluates user acceptance through constructs like perceived usefulness (PU) and Ease of Use. Forty-six students participated, with 30 completing the TAM questionnaire. Findings: LLM-based chatbots like MoodleBot can significantly improve the teaching and learning process. This study revealed a high accuracy rate (88%) in providing course-related assistance. Positive responses from students attest to the efficacy and applicability of AI-driven educational tools. These findings indicate that educational chatbots are suitable for integration into courses to improve personalized learning and reduce teacher administrative burden, although improvements in automated fact-checking are needed.
{"title":"An LLM-Driven Chatbot in Higher Education for Databases and Information Systems","authors":"Alexander Tobias Neumann;Yue Yin;Sulayman Sowe;Stefan Decker;Matthias Jarke","doi":"10.1109/TE.2024.3467912","DOIUrl":"https://doi.org/10.1109/TE.2024.3467912","url":null,"abstract":"Contribution: This research explores the benefits and challenges of developing, deploying, and evaluating a large language model (LLM) chatbot, MoodleBot, in computer science classroom settings. It highlights the potential of integrating LLMs into LMSs like Moodle to support self-regulated learning (SRL) and help-seeking behavior. Background: Computer science educators face immense challenges incorporating novel tools into LMSs to create a supportive and engaging learning environment. MoodleBot addresses this challenge by offering an interactive platform for both students and teachers. Research Questions: Despite issues like bias, hallucinations, and teachers’ and educators’ resistance to embracing new (AI) technologies, this research investigates two questions: (RQ1) To what extent do students accept MoodleBot as a valuable tool for learning support? (RQ2) How accurately does MoodleBot churn out responses, and how congruent are these with the established course content? Methodology: This study reviews pedagogical literature on AI-driven chatbots and adopts the retrieval-augmented generation (RAG) approach for MoodleBot’s design and data processing. The technology acceptance model (TAM) evaluates user acceptance through constructs like perceived usefulness (PU) and Ease of Use. Forty-six students participated, with 30 completing the TAM questionnaire. Findings: LLM-based chatbots like MoodleBot can significantly improve the teaching and learning process. This study revealed a high accuracy rate (88%) in providing course-related assistance. Positive responses from students attest to the efficacy and applicability of AI-driven educational tools. These findings indicate that educational chatbots are suitable for integration into courses to improve personalized learning and reduce teacher administrative burden, although improvements in automated fact-checking are needed.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"68 1","pages":"103-116"},"PeriodicalIF":2.1,"publicationDate":"2024-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10706931","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143360872","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: The proposed operational model offers a detailed framework for understanding the complexities of design thinking. It helps instructors evaluate each stage, promoting the development of high-quality designs. This model emphasizes the link between the various stages and the final design quality, steering students toward achieving outstanding results. Background: Design thinking benefits students across almost all majors by promoting critical thinking, creativity, and teamwork. It places a strong emphasis on the user’s needs and involves testing and refining prototypes with empathy for the user. While easy to grasp, its practical application poses complex challenges, particularly in engineering and science education. Intended Outcomes: This study examines the challenges of teaching design thinking and proposes an operational model to represent the design process. Application Design: The model incorporates a “spring system” to demonstrate potential variations in the design process, including the number of user-centered design (UCD) methods used, the size of the problem/solution space, the difficulty or resistance to transitioning between activities, and time spent on each activity. Findings: Two projects illustrate the use of the model. Using the proposed metrics, the design process can be established, and the operational model can control the learning process while enhancing the consistency and quality of the design outcome. Future empirical research should validate the model’s effectiveness, address biases, and foster critical thinking and diverse perspectives within student teams.
{"title":"Leveraging Design Thinking to Enhance Engineering Teaching: An Operational Model","authors":"Emily Yim Lee Au;Ravindra S. Goonetilleke","doi":"10.1109/TE.2024.3467387","DOIUrl":"https://doi.org/10.1109/TE.2024.3467387","url":null,"abstract":"Contribution: The proposed operational model offers a detailed framework for understanding the complexities of design thinking. It helps instructors evaluate each stage, promoting the development of high-quality designs. This model emphasizes the link between the various stages and the final design quality, steering students toward achieving outstanding results. Background: Design thinking benefits students across almost all majors by promoting critical thinking, creativity, and teamwork. It places a strong emphasis on the user’s needs and involves testing and refining prototypes with empathy for the user. While easy to grasp, its practical application poses complex challenges, particularly in engineering and science education. Intended Outcomes: This study examines the challenges of teaching design thinking and proposes an operational model to represent the design process. Application Design: The model incorporates a “spring system” to demonstrate potential variations in the design process, including the number of user-centered design (UCD) methods used, the size of the problem/solution space, the difficulty or resistance to transitioning between activities, and time spent on each activity. Findings: Two projects illustrate the use of the model. Using the proposed metrics, the design process can be established, and the operational model can control the learning process while enhancing the consistency and quality of the design outcome. Future empirical research should validate the model’s effectiveness, address biases, and foster critical thinking and diverse perspectives within student teams.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"68 1","pages":"95-102"},"PeriodicalIF":2.1,"publicationDate":"2024-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10706937","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143360906","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 Information for Authors","authors":"","doi":"10.1109/TE.2024.3468853","DOIUrl":"https://doi.org/10.1109/TE.2024.3468853","url":null,"abstract":"","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"67 5","pages":"C3-C3"},"PeriodicalIF":2.1,"publicationDate":"2024-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10707017","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142397262","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}
Grethe Sandstrak;Bjørn Klefstad;Arne Styve;Kiran Raja
Teaching programming efficiently to students in the first year of computer science education is challenging. It is especially cumbersome to retain the interest of both groups, when the student group consists of novice (i.e., those who have never programmed before) and expert programmers in the same crowd. Thus, individualized teaching cannot be achieved in a traditional lecture hall for a larger student population setting and poses a pedagogical challenge. This article presents various pedagogical approaches and explores different assessment forms to foster student active learning (SAL), drawing from years of experience teaching a programming course. A detailed analysis has been conducted to understand the effect on the students’ learning and perception of a course given different pedagogical approaches and varied assessment forms. The analysis is based on a course offered across three different campuses with the same course description. The key difference between the campuses however is the choice of pedagogical approach, where one of the campuses uses a bottom-up pedagogy. In contrast, the other two campuses use the top-down pedagogy to teach programming concepts to the students. Across the three campuses, the assessment form in the course has varied from regular practical school exams together with a theoretical multiple choice format, a practical home exam during the pandemic and most recently a portfolio. The findings show no significant differences in the learning outcomes based on an analysis of the grades across campuses and extensive student surveys.
{"title":"Analyzing Pedagogic Practice and Assessments in a Cross-Campus Programming Course","authors":"Grethe Sandstrak;Bjørn Klefstad;Arne Styve;Kiran Raja","doi":"10.1109/TE.2024.3465870","DOIUrl":"https://doi.org/10.1109/TE.2024.3465870","url":null,"abstract":"Teaching programming efficiently to students in the first year of computer science education is challenging. It is especially cumbersome to retain the interest of both groups, when the student group consists of novice (i.e., those who have never programmed before) and expert programmers in the same crowd. Thus, individualized teaching cannot be achieved in a traditional lecture hall for a larger student population setting and poses a pedagogical challenge. This article presents various pedagogical approaches and explores different assessment forms to foster student active learning (SAL), drawing from years of experience teaching a programming course. A detailed analysis has been conducted to understand the effect on the students’ learning and perception of a course given different pedagogical approaches and varied assessment forms. The analysis is based on a course offered across three different campuses with the same course description. The key difference between the campuses however is the choice of pedagogical approach, where one of the campuses uses a bottom-up pedagogy. In contrast, the other two campuses use the top-down pedagogy to teach programming concepts to the students. Across the three campuses, the assessment form in the course has varied from regular practical school exams together with a theoretical multiple choice format, a practical home exam during the pandemic and most recently a portfolio. The findings show no significant differences in the learning outcomes based on an analysis of the grades across campuses and extensive student surveys.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"67 6","pages":"964-973"},"PeriodicalIF":2.1,"publicationDate":"2024-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142859197","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}
Francisco Cima;Pilar Pazos;Minjung Lee;Kristie Gutierrez;Jennifer Kidd;Orlando Ayala;Stacie Ringleb;Krishnanand Kaipa;Danielle Rhemer
This study contributes to team science and competency development by comparing demonstrated teamwork skills by engineering students participating in disciplinary and cross-disciplinary team projects. Teamwork skills are key competencies necessary to solve complex technical challenges in the workplace. Despite prior efforts to enhance these competencies in engineering students, there is still a lack of empirical research examining the effectiveness of such efforts. This study compares teamwork skills demonstrated by undergraduate engineering students in two conditions: 1) engineering-only teams and 2) cross-disciplinary collaboration with education students. Projects in both settings had similar levels of complexity, scope, team size, and requirements. The differences in teamwork skills were investigated using a mixed methods approach with a main quantitative phase, followed by a secondary qualitative analysis to further examine the nature of the differences. Students in the cross-disciplinary model demonstrated higher levels of teamwork skills than those in the engineering-only condition. Results from this work illustrate how authentic and well-designed cross-disciplinary team projects can facilitate the development of students’ teamwork skills beyond what can be achieved in disciplinary teams, fulfilling an essential ABET requirement and enhancing student preparation to succeed in the workplace.
{"title":"Developing Teamwork Skills in Undergraduate Engineering Students: A Comparison Between Disciplinary and Cross-Disciplinary Projects","authors":"Francisco Cima;Pilar Pazos;Minjung Lee;Kristie Gutierrez;Jennifer Kidd;Orlando Ayala;Stacie Ringleb;Krishnanand Kaipa;Danielle Rhemer","doi":"10.1109/TE.2024.3456098","DOIUrl":"https://doi.org/10.1109/TE.2024.3456098","url":null,"abstract":"This study contributes to team science and competency development by comparing demonstrated teamwork skills by engineering students participating in disciplinary and cross-disciplinary team projects. Teamwork skills are key competencies necessary to solve complex technical challenges in the workplace. Despite prior efforts to enhance these competencies in engineering students, there is still a lack of empirical research examining the effectiveness of such efforts. This study compares teamwork skills demonstrated by undergraduate engineering students in two conditions: 1) engineering-only teams and 2) cross-disciplinary collaboration with education students. Projects in both settings had similar levels of complexity, scope, team size, and requirements. The differences in teamwork skills were investigated using a mixed methods approach with a main quantitative phase, followed by a secondary qualitative analysis to further examine the nature of the differences. Students in the cross-disciplinary model demonstrated higher levels of teamwork skills than those in the engineering-only condition. Results from this work illustrate how authentic and well-designed cross-disciplinary team projects can facilitate the development of students’ teamwork skills beyond what can be achieved in disciplinary teams, fulfilling an essential ABET requirement and enhancing student preparation to succeed in the workplace.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"68 1","pages":"86-94"},"PeriodicalIF":2.1,"publicationDate":"2024-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143360913","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: A remote laboratory system for induction motors was developed in this study. By creating an original simulated induction motor, the structure of the motor can be observed, and the current and magnetic flux can be measured safely.Background: Electrical machinery has little appeal to young engineers. Such machinery deals with invisible electromagnetic phenomena; thus, it is difficult for young engineers to understand the involved principles. The risks associated with high voltage and high-speed rotation are also considered reasons for this low interest.Intended Outcomes: The remote laboratory system enables remote learning even in educational institutions that do not have specialized simulated induction motors. In addition, it is possible to repeat experimental learning as required to ensure that the student has learned the content sufficiently.Application Design: This system is designed such that it can be used without teachers or teaching assistants support, and the number of controllable functions and operations increase gradually according to the learning content.Findings: The proposed remote laboratory system was evaluated experimentally with 46 student participants from Saga University and the Chiba Institute of Technology to confirm the usefulness of the system. Tests conducted before and after using the system confirmed that the participant’s understanding of induction motors improved. In addition, the results of a system usability scale evaluation confirmed that there were no problems with operation of the remote laboratory system.
{"title":"Development and Evaluation of Remote Laboratory System for Simulated Induction Motor","authors":"Hisao Fukumoto;Tomoki Kamio;Toshihiro Matsuo;Takayuki Nitta;Hideki Shimada;Masashi Ohchi;Hideaki Itoh","doi":"10.1109/TE.2024.3454236","DOIUrl":"10.1109/TE.2024.3454236","url":null,"abstract":"Contribution: A remote laboratory system for induction motors was developed in this study. By creating an original simulated induction motor, the structure of the motor can be observed, and the current and magnetic flux can be measured safely.Background: Electrical machinery has little appeal to young engineers. Such machinery deals with invisible electromagnetic phenomena; thus, it is difficult for young engineers to understand the involved principles. The risks associated with high voltage and high-speed rotation are also considered reasons for this low interest.Intended Outcomes: The remote laboratory system enables remote learning even in educational institutions that do not have specialized simulated induction motors. In addition, it is possible to repeat experimental learning as required to ensure that the student has learned the content sufficiently.Application Design: This system is designed such that it can be used without teachers or teaching assistants support, and the number of controllable functions and operations increase gradually according to the learning content.Findings: The proposed remote laboratory system was evaluated experimentally with 46 student participants from Saga University and the Chiba Institute of Technology to confirm the usefulness of the system. Tests conducted before and after using the system confirmed that the participant’s understanding of induction motors improved. In addition, the results of a system usability scale evaluation confirmed that there were no problems with operation of the remote laboratory system.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"68 1","pages":"79-85"},"PeriodicalIF":2.1,"publicationDate":"2024-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142259719","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}
Purpose: The present study aimed to integrate artificial intelligence technology (ChatGPT) with an in-depth literature review to explore knowledge dimensions of professional teaching and information and communication technology (ICT) integration models in TVET, and utilize the Delphi technique and ChatGPT to examine, enhance, and validate a newly proposed model for professional teaching and ICT integration in TVET.Methods: Three rounds of the Delphi technique were applied to develop and validate this new model. Artificial intelligence tool (ChatGPT) with an in-depth literature review were used to explore knowledge dimensions for TVET education. In Round 1, ChatGPT was used to transform the technological pedagogical content knowledge (CK) model for TVET instruction. A new suggested model was developed called the contextual technology andrology/pedagogy entrepreneurship work CK (CTA/PEWCK) model. Ten experts from the TVET sector participated in Round 2, and 39 participated in Round 3 to validate the new suggested model.Findings: The findings revealed that the fifteen knowledge dimensions extracted from this new suggested model presented essential knowledge for TVET education.Conclusion: Applying the CTA/PEWCK model offers professional development opportunities for TVET teachers that focus on hands-on experiences to develop competencies for sustainable development (ESD), enabling an integrated approach to knowledge dimensions, procedures, and attitude.
{"title":"Developing and Validating the Contextual Technology Andragogy/Pedagogy Entrepreneurship Work Content Knowledge Model: A Framework for Vocational Education","authors":"Bilal Younis","doi":"10.1109/TE.2024.3449636","DOIUrl":"10.1109/TE.2024.3449636","url":null,"abstract":"Purpose: The present study aimed to integrate artificial intelligence technology (ChatGPT) with an in-depth literature review to explore knowledge dimensions of professional teaching and information and communication technology (ICT) integration models in TVET, and utilize the Delphi technique and ChatGPT to examine, enhance, and validate a newly proposed model for professional teaching and ICT integration in TVET.Methods: Three rounds of the Delphi technique were applied to develop and validate this new model. Artificial intelligence tool (ChatGPT) with an in-depth literature review were used to explore knowledge dimensions for TVET education. In Round 1, ChatGPT was used to transform the technological pedagogical content knowledge (CK) model for TVET instruction. A new suggested model was developed called the contextual technology andrology/pedagogy entrepreneurship work CK (CTA/PEWCK) model. Ten experts from the TVET sector participated in Round 2, and 39 participated in Round 3 to validate the new suggested model.Findings: The findings revealed that the fifteen knowledge dimensions extracted from this new suggested model presented essential knowledge for TVET education.Conclusion: Applying the CTA/PEWCK model offers professional development opportunities for TVET teachers that focus on hands-on experiences to develop competencies for sustainable development (ESD), enabling an integrated approach to knowledge dimensions, procedures, and attitude.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"68 1","pages":"57-66"},"PeriodicalIF":2.1,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142218936","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}
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