Young Soo Do;Min Ho Kim;Jong Hun Kim;Sang Eun Lee;Dae Woo Ryu;Jae Wook Jeon
Contributions: This study analyzes the impact of the online project-based flipped learning classroom (OPBFLC) approach in embedded systems education courses and provides guidelines for educators who wish to conduct practice-oriented education in an online environment. Background: Traditional practice classes were mainly conducted in person. However, the COVID-19 pandemic necessitated a sudden shift to online learning. As a result, the flipped-learning classroom (FLC) approach became popular as an effective method in the online environment. However, the effectiveness of this approach can vary depending on student participation, making motivation essential for learning. To solve this problem, project-based FLCs (PBFLCs), which combine project-based learning (PBL) that presents clear learning objectives through projects, and FLC is gaining attention as an alternative. Despite this potential, few studies have applied PBFLC to online embedded systems education and analyzed its effectiveness. Application Design: The entire class was organized as an OPBFLC in an online environment and had the following features: 1) providing theoretical training and practical modeling videos; 2) interacting through real-time video platforms; 3) utilizing channels of participation through real names and anonymity; and 4) assigning two projects (midterm and final) on the same topic. Intended Outcome: This study aims to analyze the educational effectiveness of the OPBFLC through quantitative factors, such as student participation, self-directed learning (SDL) ability, academic achievement, and satisfaction with classroom support tools, as well as qualitative factors obtained through interviews. Methodology: Changes in participation and SDL ability were measured using pre- and post-class surveys, as well as Levene’s t-test. Academic achievement was analyzed by dividing students into three groups using K-means clustering and then analyzing the average scores of each group using Welch’s one-way ANOVA and Games-Howell post hoc tests. Students’ satisfaction with the support activities and tools was evaluated using Welch’s one-way ANOVA and the Games-Howell post-hoc test. Additionally, individual interviews were conducted with students who voluntarily participated after the class ended for approximately one hour to gather qualitative feedback. Findings: The OPBFLC-based curriculum for embedded systems education improved student participation, SDL ability, and academic achievement, and showed potential to mitigate the academic polarization that often occurs in FLC. In addition, students were found to prefer nonreal-time support tools over real-time support tools.
{"title":"Analysis of the Impact of Online Project-Based Flipped Learning Classroom Applied to Embedded Systems Education","authors":"Young Soo Do;Min Ho Kim;Jong Hun Kim;Sang Eun Lee;Dae Woo Ryu;Jae Wook Jeon","doi":"10.1109/TE.2025.3602399","DOIUrl":"https://doi.org/10.1109/TE.2025.3602399","url":null,"abstract":"Contributions: This study analyzes the impact of the online project-based flipped learning classroom (OPBFLC) approach in embedded systems education courses and provides guidelines for educators who wish to conduct practice-oriented education in an online environment. Background: Traditional practice classes were mainly conducted in person. However, the COVID-19 pandemic necessitated a sudden shift to online learning. As a result, the flipped-learning classroom (FLC) approach became popular as an effective method in the online environment. However, the effectiveness of this approach can vary depending on student participation, making motivation essential for learning. To solve this problem, project-based FLCs (PBFLCs), which combine project-based learning (PBL) that presents clear learning objectives through projects, and FLC is gaining attention as an alternative. Despite this potential, few studies have applied PBFLC to online embedded systems education and analyzed its effectiveness. Application Design: The entire class was organized as an OPBFLC in an online environment and had the following features: 1) providing theoretical training and practical modeling videos; 2) interacting through real-time video platforms; 3) utilizing channels of participation through real names and anonymity; and 4) assigning two projects (midterm and final) on the same topic. Intended Outcome: This study aims to analyze the educational effectiveness of the OPBFLC through quantitative factors, such as student participation, self-directed learning (SDL) ability, academic achievement, and satisfaction with classroom support tools, as well as qualitative factors obtained through interviews. Methodology: Changes in participation and SDL ability were measured using pre- and post-class surveys, as well as Levene’s t-test. Academic achievement was analyzed by dividing students into three groups using K-means clustering and then analyzing the average scores of each group using Welch’s one-way ANOVA and Games-Howell post hoc tests. Students’ satisfaction with the support activities and tools was evaluated using Welch’s one-way ANOVA and the Games-Howell post-hoc test. Additionally, individual interviews were conducted with students who voluntarily participated after the class ended for approximately one hour to gather qualitative feedback. Findings: The OPBFLC-based curriculum for embedded systems education improved student participation, SDL ability, and academic achievement, and showed potential to mitigate the academic polarization that often occurs in FLC. In addition, students were found to prefer nonreal-time support tools over real-time support tools.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"68 5","pages":"459-473"},"PeriodicalIF":2.0,"publicationDate":"2025-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145242595","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: quantum computing (QC) has potential for significant speedup in data and signal analysis in industrial, academic, and government applications. This article introduces new software tools integrated in the online Java-digital signal processing (J-DSP) simulation platform for undergraduate (UG) exposition to QC.Background: In response to national calls for early UG exposition to QC, we develop new J-DSP functionality and quantum Fourier Transform (QFT) tools. In addition, we describe the deployment and evaluation of a hands-on online exercise to introduce UG students to QFT-based signal analysis-synthesis.Intended Outcomes: The primary goal is to expose students to QC by leveraging the new interactive QFT tools in J-DSP. These tools enable rapid exploration of key concepts, such as QFT resolution, qubit precision, and noise effects in signal analysis. Students use the QFT functions in an online QC exercise that we designed.Application Design: The J-DSP interactive online education tools are designed for quick UG exposition to QC. A QFT exercise on speech analysis-synthesis is designed and evaluated. UG Students explore in single hands-on exposition session simple compression steps, including QFT peak picking used in audio coding applications. The QFT functions are designed for quick deployment and UG exposition outside the classroom.Findings: Evaluations of the QFT tools are conducted with pre and post-assessments and interviews examining satisfaction with the system and impact on knowledge acquisition. To analyze the impact of this supplementary QC exposition tool, students were recruited from two senior UG signal processing classes and from a summer research experience for UG (REU) cohort. A paired samples t-test was used to examine changes from pre to post-assessments. The students indicated increased level of understanding at post-assessments. However, a few students reported having at times difficulty with the system. However, the majority of the participants indicated the program was suitable for introductory/exposition sessions.Key Insight: Generally, students found the J-DSP quantum tools effective and easy to use and suggested that adding more qualitative video materials and applying QC to other digital signal processing (DSP) functions would further enhance the learning experience.
{"title":"Education Software Development for Undergraduate Exposition on the Use of Quantum Fourier Transforms in Signal Analysis","authors":"Aradhita Sharma;Glen Uehara;Chao Wang;Jean Larson;Wendy Barnard;Andreas Spanias","doi":"10.1109/TE.2025.3604319","DOIUrl":"https://doi.org/10.1109/TE.2025.3604319","url":null,"abstract":"Contribution: quantum computing (QC) has potential for significant speedup in data and signal analysis in industrial, academic, and government applications. This article introduces new software tools integrated in the online Java-digital signal processing (J-DSP) simulation platform for undergraduate (UG) exposition to QC.Background: In response to national calls for early UG exposition to QC, we develop new J-DSP functionality and quantum Fourier Transform (QFT) tools. In addition, we describe the deployment and evaluation of a hands-on online exercise to introduce UG students to QFT-based signal analysis-synthesis.Intended Outcomes: The primary goal is to expose students to QC by leveraging the new interactive QFT tools in J-DSP. These tools enable rapid exploration of key concepts, such as QFT resolution, qubit precision, and noise effects in signal analysis. Students use the QFT functions in an online QC exercise that we designed.Application Design: The J-DSP interactive online education tools are designed for quick UG exposition to QC. A QFT exercise on speech analysis-synthesis is designed and evaluated. UG Students explore in single hands-on exposition session simple compression steps, including QFT peak picking used in audio coding applications. The QFT functions are designed for quick deployment and UG exposition outside the classroom.Findings: Evaluations of the QFT tools are conducted with pre and post-assessments and interviews examining satisfaction with the system and impact on knowledge acquisition. To analyze the impact of this supplementary QC exposition tool, students were recruited from two senior UG signal processing classes and from a summer research experience for UG (REU) cohort. A paired samples t-test was used to examine changes from pre to post-assessments. The students indicated increased level of understanding at post-assessments. However, a few students reported having at times difficulty with the system. However, the majority of the participants indicated the program was suitable for introductory/exposition sessions.Key Insight: Generally, students found the J-DSP quantum tools effective and easy to use and suggested that adding more qualitative video materials and applying QC to other digital signal processing (DSP) functions would further enhance the learning experience.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"68 5","pages":"474-483"},"PeriodicalIF":2.0,"publicationDate":"2025-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145242611","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}
Jordan Barria-Pineda;Pratibha Menon;Julio Guerra;Peter Brusilovsky
Contribution: We explored the effects of using concept maps for the instruction of a college-level telecommunications course, as both the “backbone” structure of the traditional lectures and a navigational support feature within an online independent practice support system, on students’ final learning gains and engagement with the learning content.
Background: The usage of concept maps as an instructional aid has proved beneficial across a range of disciplines; however, studies that support this in a computer science education context and by combining holistic data coming from both online activity logs and the physical classroom are scarce.
Research Question: How do students use concept maps to support their learning in a Telecommunications class and how do usage patterns correlate with their final learning and their perception of the usefulness of this educational tool?
Methodology: We ran a three-year classroom experiment where we collected data from 1) interactions with the online concept map system and 2) their perceptions of the concept maps’ usefulness and understandability. Regarding the experiment design, during lectures, the instructor used concept maps to highlight course concepts and their relationships. In the independent practice context, interactive concept maps helped students choose relevant practice content to work on and served as an open learner model to visualize individual- and class-level progress in mastering course concepts.
Findings: We found that having access to concept maps that present a holistic view of course concepts in both study contexts improved students’ ability to answer questions that required the application of conceptual knowledge. We also found that the use of the concept map system was correlated with an increase in students’ positive perceptions of the usefulness of the intervention, both at a lecture level and at a practice level, but also with their actual engagement with working with the educational content offered by the learning platform.
{"title":"Concept Maps and Open Learner Models in a Computer Networking Course","authors":"Jordan Barria-Pineda;Pratibha Menon;Julio Guerra;Peter Brusilovsky","doi":"10.1109/TE.2025.3593411","DOIUrl":"https://doi.org/10.1109/TE.2025.3593411","url":null,"abstract":"Contribution: We explored the effects of using concept maps for the instruction of a college-level telecommunications course, as both the “backbone” structure of the traditional lectures and a navigational support feature within an online independent practice support system, on students’ final learning gains and engagement with the learning content.<p>Background: The usage of concept maps as an instructional aid has proved beneficial across a range of disciplines; however, studies that support this in a computer science education context and by combining holistic data coming from both online activity logs and the physical classroom are scarce.</p><p>Research Question: How do students use concept maps to support their learning in a Telecommunications class and how do usage patterns correlate with their final learning and their perception of the usefulness of this educational tool?</p><p>Methodology: We ran a three-year classroom experiment where we collected data from 1) interactions with the online concept map system and 2) their perceptions of the concept maps’ usefulness and understandability. Regarding the experiment design, during lectures, the instructor used concept maps to highlight course concepts and their relationships. In the independent practice context, interactive concept maps helped students choose relevant practice content to work on and served as an open learner model to visualize individual- and class-level progress in mastering course concepts.</p><p>Findings: We found that having access to concept maps that present a holistic view of course concepts in both study contexts improved students’ ability to answer questions that required the application of conceptual knowledge. We also found that the use of the concept map system was correlated with an increase in students’ positive perceptions of the usefulness of the intervention, both at a lecture level and at a practice level, but also with their actual engagement with working with the educational content offered by the learning platform.</p>","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"68 5","pages":"447-458"},"PeriodicalIF":2.0,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145242578","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: The European Commission’s Digital Competence Framework for Educators (DigCompEdu) was applied and evaluated in hard-to-reach areas of Kenya, showing it can represent a valuable tool for quickly enhancing digital competences among rural school teachers. Background: Despite efforts made by the Kenyan government to promote digital literacy, rural areas remain largely underserved. A previous survey highlighted significant disparities, including limited access to computers and digital resources. As a result, teachers in nonurban areas face considerable disadvantages compared to their metropolitan counterparts, hindering their ability to integrate information and communication technologies (ICT) effectively into education. Research Question: Can DigCompEdu be an effective framework for swiftly enhancing digital literacy among educators in impoverished educational communities? Methodology: Using Homa Bay County (a region with a low literacy rate) as a case study, 45 teachers (23 rural schools) were asked to participate in DigCompEdu-aligned training sessions. A Moodle-based platform was developed for this purpose, and an ad hoc no-code mobile application (DiGuardian) was custom created to offer a curated library of digital tools. This knowledge base was categorized based on the usability, performance, compatibility and license of each service/application, paying attention to the specific nomadic context. The progress of each teacher was evaluated using the SELFIEforTEACHERS methodology, a key DigCompEdu component. Findings: Initial self-assessments revealed that almost 80% of participants considered that they did not even meet the intermediate level digital skills defined by DigCompEdu. Following the training, this scenario improved dramatically, showcasing the framework’s effectiveness for fostering digital literacy among educators in remote African communities.
{"title":"Application of the Digital Competence Framework for Educators in Developing Areas in Kenya","authors":"Iratxe Lejarreta;Natalia Padilla-Zea;Alberto Corbi","doi":"10.1109/TE.2025.3591248","DOIUrl":"https://doi.org/10.1109/TE.2025.3591248","url":null,"abstract":"Contribution: The European Commission’s Digital Competence Framework for Educators (DigCompEdu) was applied and evaluated in hard-to-reach areas of Kenya, showing it can represent a valuable tool for quickly enhancing digital competences among rural school teachers. Background: Despite efforts made by the Kenyan government to promote digital literacy, rural areas remain largely underserved. A previous survey highlighted significant disparities, including limited access to computers and digital resources. As a result, teachers in nonurban areas face considerable disadvantages compared to their metropolitan counterparts, hindering their ability to integrate information and communication technologies (ICT) effectively into education. Research Question: Can DigCompEdu be an effective framework for swiftly enhancing digital literacy among educators in impoverished educational communities? Methodology: Using Homa Bay County (a region with a low literacy rate) as a case study, 45 teachers (23 rural schools) were asked to participate in DigCompEdu-aligned training sessions. A Moodle-based platform was developed for this purpose, and an ad hoc no-code mobile application (DiGuardian) was custom created to offer a curated library of digital tools. This knowledge base was categorized based on the usability, performance, compatibility and license of each service/application, paying attention to the specific nomadic context. The progress of each teacher was evaluated using the SELFIEforTEACHERS methodology, a key DigCompEdu component. Findings: Initial self-assessments revealed that almost 80% of participants considered that they did not even meet the intermediate level digital skills defined by DigCompEdu. Following the training, this scenario improved dramatically, showcasing the framework’s effectiveness for fostering digital literacy among educators in remote African communities.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"68 5","pages":"435-446"},"PeriodicalIF":2.0,"publicationDate":"2025-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145242605","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}
{"title":"IEEE Transactions on Education Information for Authors","authors":"","doi":"10.1109/TE.2025.3590563","DOIUrl":"https://doi.org/10.1109/TE.2025.3590563","url":null,"abstract":"","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"68 4","pages":"C3-C3"},"PeriodicalIF":2.0,"publicationDate":"2025-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=11114747","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144782019","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}
Pablo Guedes;Eduardo Abranches Silva Lopes;P. F. Ribeiro;A. C. Zambroni de Souza
This article explores the intersecting domains of artificial intelligence (AI), education, engineering, and the associated risks they entail. It highlights the transformative potential of AI in education, enabling personalized learning and innovative teaching methodologies. In the field of engineering, AI offers opportunities for process optimization, design innovation, and virtual laboratories, that can enhance both the practice and the teaching of engineering. To better comprehend how AI is used and perceived, a survey concerning AI and research in academic databases are also examined to better understand how the public is perceiving this new technology and what are the trends in publishing within these fields. This article highlights the problems we may face with the implementation of AI in our society and provides insights into AI’s potential, risks, and the need for responsible implementation in education, engineering, and society.
{"title":"The Impact of Artificial Intelligence on Learning and Teaching of Engineering","authors":"Pablo Guedes;Eduardo Abranches Silva Lopes;P. F. Ribeiro;A. C. Zambroni de Souza","doi":"10.1109/TE.2025.3584007","DOIUrl":"https://doi.org/10.1109/TE.2025.3584007","url":null,"abstract":"This article explores the intersecting domains of artificial intelligence (AI), education, engineering, and the associated risks they entail. It highlights the transformative potential of AI in education, enabling personalized learning and innovative teaching methodologies. In the field of engineering, AI offers opportunities for process optimization, design innovation, and virtual laboratories, that can enhance both the practice and the teaching of engineering. To better comprehend how AI is used and perceived, a survey concerning AI and research in academic databases are also examined to better understand how the public is perceiving this new technology and what are the trends in publishing within these fields. This article highlights the problems we may face with the implementation of AI in our society and provides insights into AI’s potential, risks, and the need for responsible implementation in education, engineering, and society.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"68 5","pages":"417-425"},"PeriodicalIF":2.0,"publicationDate":"2025-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145242601","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}
This article addresses the critical issue of the underrepresentation of minority students in STEM fields, particularly engineering and engineering technology. Through the organization of a one-week hands-on engineering technology summer camp, the objective was to expose high school students from minority backgrounds to STEM careers and increase their interest in pursuing these fields. The camp included 15 high school minority students (nine males and six females) from north and central Florida. The curriculum was specifically designed to focus on practical engineering disciplines, including construction, civil, electrical, and electronic engineering subjects. It featured hands-on activities like circuit-building and robotics programming, as well as interactive trivia games to reinforce student learning. Surveys conducted during the camp showed that the students found the hands-on activities and trivia games to be the most beneficial and that they improved their understanding of STEM topics. Results indicated a positive impact on their understanding of different STEM topics, teamwork, and oral presentation skills. Additionally, statistical analyses of pre- and post-survey data revealed a significant increase in the students’ confidence in pursuing STEM careers. These results provide the university with an effective and sustainable approach to recruiting underrepresented minority students to STEM majors. Hands-on engineering technology summer camps are shown to be valuable in attracting minority students, offering them authentic engineering design experiences while also enhancing their collaboration and communication skills.
{"title":"Empowering Underrepresented High School Students in STEM Through Hands-On Engineering Technology Summer Camps","authors":"Mohamed Khalafalla;Tejal Mulay;Doreen Kobelo Regalado","doi":"10.1109/TE.2025.3588709","DOIUrl":"https://doi.org/10.1109/TE.2025.3588709","url":null,"abstract":"This article addresses the critical issue of the underrepresentation of minority students in STEM fields, particularly engineering and engineering technology. Through the organization of a one-week hands-on engineering technology summer camp, the objective was to expose high school students from minority backgrounds to STEM careers and increase their interest in pursuing these fields. The camp included 15 high school minority students (nine males and six females) from north and central Florida. The curriculum was specifically designed to focus on practical engineering disciplines, including construction, civil, electrical, and electronic engineering subjects. It featured hands-on activities like circuit-building and robotics programming, as well as interactive trivia games to reinforce student learning. Surveys conducted during the camp showed that the students found the hands-on activities and trivia games to be the most beneficial and that they improved their understanding of STEM topics. Results indicated a positive impact on their understanding of different STEM topics, teamwork, and oral presentation skills. Additionally, statistical analyses of pre- and post-survey data revealed a significant increase in the students’ confidence in pursuing STEM careers. These results provide the university with an effective and sustainable approach to recruiting underrepresented minority students to STEM majors. Hands-on engineering technology summer camps are shown to be valuable in attracting minority students, offering them authentic engineering design experiences while also enhancing their collaboration and communication skills.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"68 5","pages":"426-434"},"PeriodicalIF":2.0,"publicationDate":"2025-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145242603","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}
Programming education faces persistent challenges, particularly in sustaining learner engagement and motivation while teaching abstract concepts like algorithms, data structures, and problem-solving skills. Traditional methods, focused heavily on theory, often fail to engage students effectively, resulting in high dropout rates, especially among novice programmers. This study proposed a motivational scenario-based design (MSBD), which integrates scenario-based design (SBD) with Keller’s attention, relevance, confidence, and satisfaction (ARCS) motivational model to create an adaptive and personalized learning experience. The MSBD framework embeds programming tasks within game-based learning environments, supporting learners to apply abstract concepts in simulated real-world scenarios. The ARCS model sustains motivation throughout the learning journey by targeting ARCS. As a proof of concept based on a case study, this study developed the serious game GhostCoder, incorporating Objective, Structural, and Adaptive Scenarios to guide learners from foundational programming concepts to advanced problem-solving skills. The experimental evaluation involving information technology (IT) diploma students at a vocational institution demonstrated the efficacy of the MSBD framework. Pretest and post-test assessments and the instructional materials motivation survey showed statistically significant improvements in programming knowledge and learner motivation. The results indicate that MSBD effectively bridges the gap between theory and practice, enhancing engagement and learning outcomes. While further refinement of the adaptive learning features is needed, the study underscores the potential of MSBD to optimize serious games for novice programmers and other educational contexts.
{"title":"Transforming Programming Education: The Effectiveness of Motivational Scenario-Based Design in Serious Games","authors":"Lok Cheung Shum;Yasmine Rosunally;Kamran Munir","doi":"10.1109/TE.2025.3584187","DOIUrl":"https://doi.org/10.1109/TE.2025.3584187","url":null,"abstract":"Programming education faces persistent challenges, particularly in sustaining learner engagement and motivation while teaching abstract concepts like algorithms, data structures, and problem-solving skills. Traditional methods, focused heavily on theory, often fail to engage students effectively, resulting in high dropout rates, especially among novice programmers. This study proposed a motivational scenario-based design (MSBD), which integrates scenario-based design (SBD) with Keller’s attention, relevance, confidence, and satisfaction (ARCS) motivational model to create an adaptive and personalized learning experience. The MSBD framework embeds programming tasks within game-based learning environments, supporting learners to apply abstract concepts in simulated real-world scenarios. The ARCS model sustains motivation throughout the learning journey by targeting ARCS. As a proof of concept based on a case study, this study developed the serious game GhostCoder, incorporating Objective, Structural, and Adaptive Scenarios to guide learners from foundational programming concepts to advanced problem-solving skills. The experimental evaluation involving information technology (IT) diploma students at a vocational institution demonstrated the efficacy of the MSBD framework. Pretest and post-test assessments and the instructional materials motivation survey showed statistically significant improvements in programming knowledge and learner motivation. The results indicate that MSBD effectively bridges the gap between theory and practice, enhancing engagement and learning outcomes. While further refinement of the adaptive learning features is needed, the study underscores the potential of MSBD to optimize serious games for novice programmers and other educational contexts.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"68 4","pages":"394-406"},"PeriodicalIF":2.0,"publicationDate":"2025-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144782095","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 study proposes an application case-driven pedagogy for non-native English undergraduate in learning computer professional English (CPE). It highlights the potential of helping students to understand the cutting-edge technology-enabled application cases complemented with video clips in improving each aspect of English listening, speaking, reading, and writing (LSRW) in computer science. Background: Traditional teaching practices in CPE are based on learning materials that outdated the rapid technological development and controlled type of educator-centered approach. Intended Outcomes: The proposed pedagogy is intended to maximize students’ engagement and be applicable to computing-related courses. Application Design: The overall design is student-centered. All learning and teaching (L&T) activities are conducted via blended learning in classroom and digital platforms. A hybrid pedagogical framework is designed by integrating outcome-based education, on-/off- line combined interactions, flipped classroom, and inquiry-based case-analyzing approaches. Each timetabled class is broken down into different sessions in which the CPE LSRW skills can be evenly developed accordingly. Learning experience and outcomes are tracked by module questionnaire, half-term and end-term surveys, module assessment results, and post-module evaluation. Moreover, lecturer’s practices cored with vision, values and beliefs are examined, ensuring a professional identity perceived by deploying the proposed pedagogy. Findings: Positive responses from students attest to the efficacy and applicability of the designed module content and the proposed pedagogy. Future extension will include more diverse cohorts and explore the long-term impact of the study on their career development.
{"title":"Enhancing Computer Professional English Learning: Application Case-Driven Pedagogy","authors":"Xuemei Ding;Wenzhao Gao","doi":"10.1109/TE.2025.3584884","DOIUrl":"https://doi.org/10.1109/TE.2025.3584884","url":null,"abstract":"Contribution: This study proposes an application case-driven pedagogy for non-native English undergraduate in learning computer professional English (CPE). It highlights the potential of helping students to understand the cutting-edge technology-enabled application cases complemented with video clips in improving each aspect of English listening, speaking, reading, and writing (LSRW) in computer science. Background: Traditional teaching practices in CPE are based on learning materials that outdated the rapid technological development and controlled type of educator-centered approach. Intended Outcomes: The proposed pedagogy is intended to maximize students’ engagement and be applicable to computing-related courses. Application Design: The overall design is student-centered. All learning and teaching (L&T) activities are conducted via blended learning in classroom and digital platforms. A hybrid pedagogical framework is designed by integrating outcome-based education, on-/off- line combined interactions, flipped classroom, and inquiry-based case-analyzing approaches. Each timetabled class is broken down into different sessions in which the CPE LSRW skills can be evenly developed accordingly. Learning experience and outcomes are tracked by module questionnaire, half-term and end-term surveys, module assessment results, and post-module evaluation. Moreover, lecturer’s practices cored with vision, values and beliefs are examined, ensuring a professional identity perceived by deploying the proposed pedagogy. Findings: Positive responses from students attest to the efficacy and applicability of the designed module content and the proposed pedagogy. Future extension will include more diverse cohorts and explore the long-term impact of the study on their career development.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"68 4","pages":"407-416"},"PeriodicalIF":2.0,"publicationDate":"2025-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144781979","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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