{"title":"IEEE Transactions on Education Information for Authors","authors":"","doi":"10.1109/TE.2024.3508959","DOIUrl":"https://doi.org/10.1109/TE.2024.3508959","url":null,"abstract":"","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"67 6","pages":"C3-C3"},"PeriodicalIF":2.1,"publicationDate":"2024-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10811672","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142859224","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 explores the direct relationships between campus environment, personality traits, engineering self-efficacy, academic performance, and psychological well-being of engineering undergraduates, and the indirect relationships between them with engineering self-efficacy as mediator which had not been studied previously in a developing country context. The findings of this research guide policy makers to improve engineering education while considering these factors. Background: Engineering education plays a significant role in enhancing the quality of engineers. Personality traits, campus environment, and engineering self-efficacy could potentially impact the academic performance and psychological well-being of engineering undergraduates. An indirect relationship exists between these dimensions with engineering self-efficacy acting as a mediator. Research Questions: 1) Do campus environment, personality traits, and engineering self-efficacy significantly impact the academic performance of engineering undergraduates? 2) Do campus environment, personality traits, and engineering self-efficacy significantly impact the psychological well-being of engineering undergraduates? and 3) Does engineering self-efficacy mediate the indirect relationships between campus environment, personality traits, academic performance, and psychological well-being of engineering undergraduates? Methodology: The research participants were 1005 engineering undergraduates from 16 universities of Pakistan. Structural equation modeling (SEM) was used to assess the hypothesized relationships between personality traits, campus environment, engineering self-efficacy, academic performance, and psychological well-being. Findings: Personality traits and engineering self-efficacy significantly impact academic performance. Campus environment does not impact academic performance. Campus environment, personality traits, and engineering self-efficacy significantly impact psychological well-being. Campus environment and personality traits significantly impact engineering self-efficacy. Engineering self-efficacy mediates the relationship between the variables being studied.
{"title":"Impact of Campus Environment and Personality Traits on the Academic Performance and Psychological Well-Being of Engineering Undergraduates: The Mediating Role of Engineering Self-Efficacy","authors":"Moneeza Baig;Yasir Ahmad;Asjad Shahzad;Afshan Naseem","doi":"10.1109/TE.2024.3510552","DOIUrl":"https://doi.org/10.1109/TE.2024.3510552","url":null,"abstract":"Contribution: This study explores the direct relationships between campus environment, personality traits, engineering self-efficacy, academic performance, and psychological well-being of engineering undergraduates, and the indirect relationships between them with engineering self-efficacy as mediator which had not been studied previously in a developing country context. The findings of this research guide policy makers to improve engineering education while considering these factors. Background: Engineering education plays a significant role in enhancing the quality of engineers. Personality traits, campus environment, and engineering self-efficacy could potentially impact the academic performance and psychological well-being of engineering undergraduates. An indirect relationship exists between these dimensions with engineering self-efficacy acting as a mediator. Research Questions: 1) Do campus environment, personality traits, and engineering self-efficacy significantly impact the academic performance of engineering undergraduates? 2) Do campus environment, personality traits, and engineering self-efficacy significantly impact the psychological well-being of engineering undergraduates? and 3) Does engineering self-efficacy mediate the indirect relationships between campus environment, personality traits, academic performance, and psychological well-being of engineering undergraduates? Methodology: The research participants were 1005 engineering undergraduates from 16 universities of Pakistan. Structural equation modeling (SEM) was used to assess the hypothesized relationships between personality traits, campus environment, engineering self-efficacy, academic performance, and psychological well-being. Findings: Personality traits and engineering self-efficacy significantly impact academic performance. Campus environment does not impact academic performance. Campus environment, personality traits, and engineering self-efficacy significantly impact psychological well-being. Campus environment and personality traits significantly impact engineering self-efficacy. Engineering self-efficacy mediates the relationship between the variables being studied.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"68 1","pages":"140-151"},"PeriodicalIF":2.1,"publicationDate":"2024-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143360875","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}
The purpose of this article is to share worked examples of skills profiling within the universal micro-credential framework, a novel approach designed to further the enablement of 21st century skills which are defined here as a generalized series of competencies gained by a learner that enable them to self-reflect, self-regulate and self-optimize their capabilities within highly emergent contexts. This approach improves interdisciplinary learning and assessment paths for computing education by providing personalized learning and assessment options and by enabling curricula to better accommodate both internal and external interdisciplinary content. Through these worked examples, this article addresses potential solutions to fundamental and persistent structural issues in today’s learning-earning ecosystem. Most significant of these issues is what the authors refer to as a “capability-competency chasm,” a term used to describe an enduring gap that creates problematic deficits for learners as they transition between education and employment. At the core of the universal micro-credential framework is skills profiling, which can leverage micro-credential pathways and badge catalogues, both within the context of computing education in particular and across higher education in general. Accounting for the complexity of implementing system-wide redesign in highly variable higher-education contexts, this article also briefly references the role of design patterns to enable such implementation. Collectively, these flexible credentialing innovations offer a globally innovative solution to systemic challenges, explaining both the importance of addressing such challenges and the opportunities arising from them.
{"title":"The Universal Micro-Credential Framework: The Role of Badges, Micro-Credentials, Skills Profiling, and Design Patterns in Developing Interdisciplinary Learning and Assessment Paths for Computing Education","authors":"Rupert Ward;Sheryl Grant;Megan Workmon Larsen;Kate Giovacchini","doi":"10.1109/TE.2024.3486016","DOIUrl":"https://doi.org/10.1109/TE.2024.3486016","url":null,"abstract":"The purpose of this article is to share worked examples of skills profiling within the universal micro-credential framework, a novel approach designed to further the enablement of 21st century skills which are defined here as a generalized series of competencies gained by a learner that enable them to self-reflect, self-regulate and self-optimize their capabilities within highly emergent contexts. This approach improves interdisciplinary learning and assessment paths for computing education by providing personalized learning and assessment options and by enabling curricula to better accommodate both internal and external interdisciplinary content. Through these worked examples, this article addresses potential solutions to fundamental and persistent structural issues in today’s learning-earning ecosystem. Most significant of these issues is what the authors refer to as a “capability-competency chasm,” a term used to describe an enduring gap that creates problematic deficits for learners as they transition between education and employment. At the core of the universal micro-credential framework is skills profiling, which can leverage micro-credential pathways and badge catalogues, both within the context of computing education in particular and across higher education in general. Accounting for the complexity of implementing system-wide redesign in highly variable higher-education contexts, this article also briefly references the role of design patterns to enable such implementation. Collectively, these flexible credentialing innovations offer a globally innovative solution to systemic challenges, explaining both the importance of addressing such challenges and the opportunities arising from them.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"67 6","pages":"897-906"},"PeriodicalIF":2.1,"publicationDate":"2024-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142859237","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}
K. G. Srinivasa;Aman Singh;Kshitij Kumar Singh Chauhan
Contribution: This article investigates the impact of gamified learning on high school students (grades 9–12) in computer science, emphasizing learner engagement, knowledge improvement, and overall satisfaction. It contributes insights into the effectiveness of gamification in enhancing educational outcomes. Background: Gamification in education is explored, focusing on its potential to address challenges in learner engagement. The study draws on gamification principles and user-centered design frameworks to create meaningful gamified learning experiences. Intended Outcomes: The study aims to measure knowledge improvement, overall satisfaction, and engagement in gamified learning. It seeks to assess the effectiveness of the designed educational games in enhancing algorithmic, computational, and analytical thinking skills. Application Design: Utilizing an agile development process, Unity game engine, and Swift Core-AR, this article details the creation of user-centered gamified environments. It outlines the deployment methodology for augmented reality-based games, emphasizing iterative design based on user feedback. Findings: Statistical analyses show positive correlations between overall satisfaction, engagement, and motivation with knowledge improvement. The paired t-test reveals a significant increase in knowledge levels post-gamification. One-way alternative to the one-way analysis of variance underscores the influence of satisfaction on knowledge improvement, highlighting its critical role.
{"title":"A Gamified Learning Framework to Cultivate Critical Thinking Skills in Students","authors":"K. G. Srinivasa;Aman Singh;Kshitij Kumar Singh Chauhan","doi":"10.1109/TE.2024.3431872","DOIUrl":"https://doi.org/10.1109/TE.2024.3431872","url":null,"abstract":"Contribution: This article investigates the impact of gamified learning on high school students (grades 9–12) in computer science, emphasizing learner engagement, knowledge improvement, and overall satisfaction. It contributes insights into the effectiveness of gamification in enhancing educational outcomes. Background: Gamification in education is explored, focusing on its potential to address challenges in learner engagement. The study draws on gamification principles and user-centered design frameworks to create meaningful gamified learning experiences. Intended Outcomes: The study aims to measure knowledge improvement, overall satisfaction, and engagement in gamified learning. It seeks to assess the effectiveness of the designed educational games in enhancing algorithmic, computational, and analytical thinking skills. Application Design: Utilizing an agile development process, Unity game engine, and Swift Core-AR, this article details the creation of user-centered gamified environments. It outlines the deployment methodology for augmented reality-based games, emphasizing iterative design based on user feedback. Findings: Statistical analyses show positive correlations between overall satisfaction, engagement, and motivation with knowledge improvement. The paired t-test reveals a significant increase in knowledge levels post-gamification. One-way alternative to the one-way analysis of variance underscores the influence of satisfaction on knowledge improvement, highlighting its critical role.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"67 6","pages":"931-943"},"PeriodicalIF":2.1,"publicationDate":"2024-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142859196","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}
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.
贡献：本文在理解和解决与欧姆定律相关的误解（MCs）方面做出了重大贡献。首先，它提供了一个全面的列表和详细的描述16个普遍观察到的学生mc，并确定和强调了11个良好的做法，教育工作者可以采取有效地解决这些mc，以促进概念理解。其次，本文提供了两个概念图，为实践者提供了有价值的指导。最后，本研究对翻转课堂干预进行了深入分析，旨在推翻学生的mc和促进学生的元认知。背景：深刻理解欧姆定律对一年级工程专业的学生来说非常重要，因为它是电气工程的基本原理，是分析和设计电路的基础。研究问题：哪些mc阻碍了学生理解欧姆定律？它们的普遍性和持久性是什么？本研究中提出的课堂动态是否提高了对欧姆定律的理解？它是否改变了学生以前的观念？学生是否保留了新概念？方法：选取两组不同学位的学生作为研究对象。两个学生组都使用概念测试DIRECT 1.0作为前测，DIRECT 1.2作为后测和延迟后测进行评估。进行了定量和定性分析，以确定教学前后学习成果的显著差异。本研究也提供了丰富的见解，以了解潜在的MCs和教学方法的有效性，以解决他们。研究发现：研究结果通过识别新的MC、引入新的良好实践、开发新的权力概念图、展示课堂干预的有效性以及加深对test DIRECT 1.0和1.2与MC之间关系的理解，对现有知识做出了贡献。这些发现对教育实践、课程开发和教学方法具有启示意义，最终旨在提高学生对欧姆定律和相关电学概念的理解。
{"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}
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