Background: The COVID-19 pandemic and the shift to digital learning materials have dramatically reduced the use of paper-based textbooks in higher education. In the field of engineering, students need a comprehensive understanding of mathematical concepts, which can be achieved through the use of e-textbooks. These digital learning materials can provide a more comprehensive and effective learning experience by incorporating a variety of multimedia elements, such as audio, visual aids, and interactive features. Rationale/Relevance: Mathematics students are expected to possess critical problem-solving skills, yet they are rarely asked to elaborate on and explain their mathematical reasoning and concepts through written argument in the engineering mathematics classroom. While students may excel in formula manipulation, they may still possess misconceptions about mathematical principles and concepts. A reliance on mechanical and procedural approaches, such as formula application, without proper conceptual understanding can result in serious misunderstandings of mathematics and its real-world applications. Without the ability to reason about mathematical concepts, students may struggle to connect what they are learning in class with real-world scenarios, leading to difficulties in solving practical problems. It is, therefore, crucial to foster conceptual understanding and critical reasoning skills in mathematics education, rather than solely relying on memorisation, in order to equip students with the necessary skills to succeed in their careers. Research Problem/ Research Question: This study will answer the following research question:How effective are e-textbooks in promoting conceptual understanding of engineering mathematics? Aim of the Study/Focus: The purpose of this study is to investigate conceptual learning in engineering mathematics using an e-textbook as a learning tool. Methodology: This qualitative case study explores e-textbooks as adaptive technology, with functionalities that include artificial intelligence allowing students to develop their understanding by interacting with digital text, watching videos of real-world mathematics concepts, and responding to quick quizzes on concepts; as well as practising and mastering further mathematical principles and concepts. It focuses on first-year engineering students and lecturers at a University of Technology in South Africa. The analysis of interview recordings was done with ATLAS.ti. analytical software. Theoretical Framework: The data from this study was analyzed through the lenses of cultural historical activity theory (CHAT) and Vosniadou’s notion of conceptual change, allowing the researchers to explain complex real-world situations that students experience when engaging with the e-textbook to solve mathematics problems. Recommendations: The work presented here has implications for future studies of conceptual learning in mathematics research and may provide opportunities around learni
{"title":"Enhancing Conceptual Understanding in Engineering Mathematics Through E-Textbooks","authors":"Ekaterina Rzyankina;Frikkie George;Zach Simpson","doi":"10.1109/TE.2024.3387102","DOIUrl":"10.1109/TE.2024.3387102","url":null,"abstract":"Background: The COVID-19 pandemic and the shift to digital learning materials have dramatically reduced the use of paper-based textbooks in higher education. In the field of engineering, students need a comprehensive understanding of mathematical concepts, which can be achieved through the use of e-textbooks. These digital learning materials can provide a more comprehensive and effective learning experience by incorporating a variety of multimedia elements, such as audio, visual aids, and interactive features. Rationale/Relevance: Mathematics students are expected to possess critical problem-solving skills, yet they are rarely asked to elaborate on and explain their mathematical reasoning and concepts through written argument in the engineering mathematics classroom. While students may excel in formula manipulation, they may still possess misconceptions about mathematical principles and concepts. A reliance on mechanical and procedural approaches, such as formula application, without proper conceptual understanding can result in serious misunderstandings of mathematics and its real-world applications. Without the ability to reason about mathematical concepts, students may struggle to connect what they are learning in class with real-world scenarios, leading to difficulties in solving practical problems. It is, therefore, crucial to foster conceptual understanding and critical reasoning skills in mathematics education, rather than solely relying on memorisation, in order to equip students with the necessary skills to succeed in their careers. Research Problem/ Research Question: This study will answer the following research question:How effective are e-textbooks in promoting conceptual understanding of engineering mathematics? Aim of the Study/Focus: The purpose of this study is to investigate conceptual learning in engineering mathematics using an e-textbook as a learning tool. Methodology: This qualitative case study explores e-textbooks as adaptive technology, with functionalities that include artificial intelligence allowing students to develop their understanding by interacting with digital text, watching videos of real-world mathematics concepts, and responding to quick quizzes on concepts; as well as practising and mastering further mathematical principles and concepts. It focuses on first-year engineering students and lecturers at a University of Technology in South Africa. The analysis of interview recordings was done with ATLAS.ti. analytical software. Theoretical Framework: The data from this study was analyzed through the lenses of cultural historical activity theory (CHAT) and Vosniadou’s notion of conceptual change, allowing the researchers to explain complex real-world situations that students experience when engaging with the e-textbook to solve mathematics problems. Recommendations: The work presented here has implications for future studies of conceptual learning in mathematics research and may provide opportunities around learni","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140885925","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 examined the role of the engineering and smartness identities of three women as they made decisions about their participation in engineering majors. In addressing the under-representation of women in engineering, particularly in electrical engineering and computer science fields where they have been extremely under-represented, it is important to consider engineering identity as it has been shown to be an important component of major selection and persistence. Background: Smartness is inextricably linked to engineering and prior work has shown that identifying as smart is salient to students who choose engineering majors. However, the relative roles of students’ engineering and smartness identities as they relate to academic decision making and persistence in engineering is not well understood. Research Question: How do engineering identity and smartness identity relate to women’s decisions about choosing engineering majors in the instances of joining engineering, changing engineering major, and leaving engineering? Methodology: Data were collected from a series of three interviews with three different women. Data condensation techniques, including writing participant summary memos and analytic memos, focused on detailing participants’ academic decisions, engineering identity, and smartness identity were used for analysis. Data visualization was used to map the women’s engineering identity and smartness identity to their academic decisions related to their majors. Findings: The findings indicate the participants’ smartness identity was salient in the initial decision to matriculate into engineering, both their engineering and smartness identities remained stable as they persisted in or left engineering. And reveal complex interactions between these identities and decision making.
{"title":"Engineering Identity and Smartness Identity as They Relate to Women’s Participation in Engineering","authors":"Cassie Wallwey;Emily Dringenberg;Bailey Braaten;Yiqing Li;Rachel Kajfez","doi":"10.1109/TE.2024.3359534","DOIUrl":"10.1109/TE.2024.3359534","url":null,"abstract":"Contribution: This study examined the role of the engineering and smartness identities of three women as they made decisions about their participation in engineering majors. In addressing the under-representation of women in engineering, particularly in electrical engineering and computer science fields where they have been extremely under-represented, it is important to consider engineering identity as it has been shown to be an important component of major selection and persistence. Background: Smartness is inextricably linked to engineering and prior work has shown that identifying as smart is salient to students who choose engineering majors. However, the relative roles of students’ engineering and smartness identities as they relate to academic decision making and persistence in engineering is not well understood. Research Question: How do engineering identity and smartness identity relate to women’s decisions about choosing engineering majors in the instances of joining engineering, changing engineering major, and leaving engineering? Methodology: Data were collected from a series of three interviews with three different women. Data condensation techniques, including writing participant summary memos and analytic memos, focused on detailing participants’ academic decisions, engineering identity, and smartness identity were used for analysis. Data visualization was used to map the women’s engineering identity and smartness identity to their academic decisions related to their majors. Findings: The findings indicate the participants’ smartness identity was salient in the initial decision to matriculate into engineering, both their engineering and smartness identities remained stable as they persisted in or left engineering. And reveal complex interactions between these identities and decision making.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10453596","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140007844","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}
Xiangping Cui, Zihao Zhang, Susan Zhang, Jun Shen, Wei Han, Hanqi Zhang
{"title":"Acceptance of Smart Teaching Tools and Its Influencing Factors Among University and College Teachers","authors":"Xiangping Cui, Zihao Zhang, Susan Zhang, Jun Shen, Wei Han, Hanqi Zhang","doi":"10.1109/te.2024.3358896","DOIUrl":"https://doi.org/10.1109/te.2024.3358896","url":null,"abstract":"","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140007978","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 general-purpose model for integrating an intelligent tutoring system within a serious game for use in higher education. Additionally, this article also offers discussions of proper serious game design informed by in-classroom observations and student responses. Background: Personalized learning in higher education has become a key issue when working to improve student performance. By combining an intelligent tutoring system within a serious game, students can be engaged in their learning through gamified lessons while simultaneously receiving personalized and timely scaffolding to support their learning. Furthermore, related systems have not explored a general-purpose model for this type of system that can apply to any game or domain. Intended Outcomes: The combined intelligent tutoring system and serious game is well-received by students as determined by student surveys. Furthermore, students show better engagement in the given material and better performance on pre-post-intervention content tests. Application Design: The proposed system is a modular, general-purpose approach for integrating an intelligent tutoring system into any serious game for education. Using the machine learning paradigm of reinforcement learning, the system can adapt to student responses to improve future scaffolding. Findings: The results of the in-classroom testing are promising. Students who interacted with the intelligent game showed improved performance on content tests and positive responses on surveys regarding system usability and utility. This article also shows that students who used the intelligent game took less time and attempts to complete game sections, owing to the utility of the personalized support.
{"title":"An Intelligent Serious Game for Digital Logic Education to Enhance Student Learning","authors":"Ryan Hare;Ying Tang;Sarah Ferguson","doi":"10.1109/TE.2024.3359001","DOIUrl":"10.1109/TE.2024.3359001","url":null,"abstract":"Contribution: A general-purpose model for integrating an intelligent tutoring system within a serious game for use in higher education. Additionally, this article also offers discussions of proper serious game design informed by in-classroom observations and student responses. Background: Personalized learning in higher education has become a key issue when working to improve student performance. By combining an intelligent tutoring system within a serious game, students can be engaged in their learning through gamified lessons while simultaneously receiving personalized and timely scaffolding to support their learning. Furthermore, related systems have not explored a general-purpose model for this type of system that can apply to any game or domain. Intended Outcomes: The combined intelligent tutoring system and serious game is well-received by students as determined by student surveys. Furthermore, students show better engagement in the given material and better performance on pre-post-intervention content tests. Application Design: The proposed system is a modular, general-purpose approach for integrating an intelligent tutoring system into any serious game for education. Using the machine learning paradigm of reinforcement learning, the system can adapt to student responses to improve future scaffolding. Findings: The results of the in-classroom testing are promising. Students who interacted with the intelligent game showed improved performance on content tests and positive responses on surveys regarding system usability and utility. This article also shows that students who used the intelligent game took less time and attempts to complete game sections, owing to the utility of the personalized support.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140007957","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 incorporates competition-based learning (CBL) into machine learning courses. By engaging students in innovative problem-solving challenges within information competitions, revealing that students’ participation in online problem-solving competitions can improve their information technology, and showcase competitions can enhance their competition ability. Background: The CBL model seamlessly integrates project-based learning and competition, placing a strong emphasis on both collective learning and outcomes. This approach cultivates motivation among team members, driving them to enhance their learning and translate knowledge into practical experience. Research Questions: The objective is to examine the disparities in the development of theoretical knowledge, information technology, AI practical ability, and competition ability among students participating in online problem-solving competitions and showcase competitions, and discusses the potential moderating effect of competition type on the relationships between variables in the hypothetical model. Methodology: The study involved 74 students enrolled in machine learning course at a university. The students were given theoretical knowledge and information technology pretests and posttests in the 2nd and 17th weeks, respectively. In the 18th week, the students presented their projects using slideshows and were graded by judges while also submitting their final competition proposal and slides. Findings: Students in online problem-solving competitions can enhance their information technology, while those participating in showcase competitions can improve their competitive ability. Moreover, the competition type was found to moderate the relationships among theoretical knowledge, information technology, and AI model accuracy. The findings suggest that incorporating CBL into machine learning courses effectively cultivates students’ AI practical and competitive abilities.
{"title":"Applying Competition-Based Learning to Stimulate Students’ Practical and Competitive AI Ability in a Machine Learning Curriculum","authors":"Hui-Tzu Chang;Chia-Yu Lin","doi":"10.1109/TE.2024.3350535","DOIUrl":"10.1109/TE.2024.3350535","url":null,"abstract":"Contribution: This study incorporates competition-based learning (CBL) into machine learning courses. By engaging students in innovative problem-solving challenges within information competitions, revealing that students’ participation in online problem-solving competitions can improve their information technology, and showcase competitions can enhance their competition ability. Background: The CBL model seamlessly integrates project-based learning and competition, placing a strong emphasis on both collective learning and outcomes. This approach cultivates motivation among team members, driving them to enhance their learning and translate knowledge into practical experience. Research Questions: The objective is to examine the disparities in the development of theoretical knowledge, information technology, AI practical ability, and competition ability among students participating in online problem-solving competitions and showcase competitions, and discusses the potential moderating effect of competition type on the relationships between variables in the hypothetical model. Methodology: The study involved 74 students enrolled in machine learning course at a university. The students were given theoretical knowledge and information technology pretests and posttests in the 2nd and 17th weeks, respectively. In the 18th week, the students presented their projects using slideshows and were graded by judges while also submitting their final competition proposal and slides. Findings: Students in online problem-solving competitions can enhance their information technology, while those participating in showcase competitions can improve their competitive ability. Moreover, the competition type was found to moderate the relationships among theoretical knowledge, information technology, and AI model accuracy. The findings suggest that incorporating CBL into machine learning courses effectively cultivates students’ AI practical and competitive abilities.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10443953","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139950957","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 experiences of three students in a co-curricular project-based design experience are explored. The objective is to characterize authentic and inauthentic (performative) forms of engagement and its potential impact on learning within an authentic experience. We consider these cases in supporting an argument for extensive reflection to reinforce learning and to disrupt forms of engagement that may undermine students’ professional preparation. Background: This work is motivated to understand how students might bring inauthentic forms of engagement often found in the classroom to learning experiences that occur outside of classroom structures. Research Questions: Two research questions drive the methodological approach in this study: 1) What values, attitudes, and beliefs (VABs) do students express and display about a co-curricular project experience? and 2) What might students’ VABs tell us about the authenticity of their engagement? Methodology: Two forms of reflection—written reflections and mock job interviews—were analyzed using a VAB coding scheme. The alignment of students’ VABs with four facets of authenticity as defined in the literature is used as an interpretative lens for evaluating the authenticity of each students’ engagement. Findings: Analysis revealed three levels of engagement: 1) Jeff’s engagement appeared authentic and potentially transformative; 2) Adam’s engagement appears inauthentic and focused on a transactional experience; and 3) Lillian’s engagement appears to be mixed with potential to drive change in the future.
{"title":"Exploring Engineering Students’ Engagement Through Alignment of Values, Attitudes, and Beliefs","authors":"Andrew Olewnik","doi":"10.1109/TE.2024.3355893","DOIUrl":"10.1109/TE.2024.3355893","url":null,"abstract":"Contribution: The experiences of three students in a co-curricular project-based design experience are explored. The objective is to characterize authentic and inauthentic (performative) forms of engagement and its potential impact on learning within an authentic experience. We consider these cases in supporting an argument for extensive reflection to reinforce learning and to disrupt forms of engagement that may undermine students’ professional preparation. Background: This work is motivated to understand how students might bring inauthentic forms of engagement often found in the classroom to learning experiences that occur outside of classroom structures. Research Questions: Two research questions drive the methodological approach in this study: 1) What values, attitudes, and beliefs (VABs) do students express and display about a co-curricular project experience? and 2) What might students’ VABs tell us about the authenticity of their engagement? Methodology: Two forms of reflection—written reflections and mock job interviews—were analyzed using a VAB coding scheme. The alignment of students’ VABs with four facets of authenticity as defined in the literature is used as an interpretative lens for evaluating the authenticity of each students’ engagement. Findings: Analysis revealed three levels of engagement: 1) Jeff’s engagement appeared authentic and potentially transformative; 2) Adam’s engagement appears inauthentic and focused on a transactional experience; and 3) Lillian’s engagement appears to be mixed with potential to drive change in the future.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139950967","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 problem-solving approach (PSA) model derived from major computational thinking (CT) concepts. This model can be utilized to formulate solutions for different algorithmic problems and translate them into effective active learning methods. Background: Different teaching approaches for programming are widely available; however, being able to formulate an algorithmic solution computationally and then transform it into code is essential for students. Research Questions: What are the effective teaching approaches for fostering the development of problem-solving and programming skills? How do CT concepts contribute to the formulation of a PSA model for programming problems and its translation into an effective teaching method? How can an effective teaching method that utilizes the PSA model be identified and distinguished from other approaches? Methodology: A preliminary study pointed out the difficulties experienced when teaching programming, inspiring the formulation of a PSA model that used CT concepts. An experimental study on problem-based and game-based programming workshops that utilized the PSA model through sorting algorithms was performed on experimental groups consisting of 30 students each. A syntax-based programming workshop consisting of 30 students was used as the control group. All the participants were recruited through a pretest that incorporated basic programming questions. The participants had to answer a posttest after the workshop. Findings: The results showed that the participants exhibited no significant difference between the pretest and posttest for the syntax-based learning (SBL). However, there is a significant difference between the pretest and posttest of both the problem-based learning (PBL) and the game-based learning (GBL) workshops. There was no significant difference significant difference for the pretest scores of all three workshops. The analysis of the posttest further confirmed that the experimental groups (PBL and GBL) exhibited significant difference in the scores compared to the control group. However, the posttest results did not differ significantly between the experimental groups (PBL and GBL).
{"title":"Modeling a Problem-Solving Approach Through Computational Thinking for Teaching Programming","authors":"Zebel-Al Tareq;Raja Jamilah Raja Yusof","doi":"10.1109/TE.2024.3354425","DOIUrl":"10.1109/TE.2024.3354425","url":null,"abstract":"Contribution: A problem-solving approach (PSA) model derived from major computational thinking (CT) concepts. This model can be utilized to formulate solutions for different algorithmic problems and translate them into effective active learning methods. Background: Different teaching approaches for programming are widely available; however, being able to formulate an algorithmic solution computationally and then transform it into code is essential for students. Research Questions: What are the effective teaching approaches for fostering the development of problem-solving and programming skills? How do CT concepts contribute to the formulation of a PSA model for programming problems and its translation into an effective teaching method? How can an effective teaching method that utilizes the PSA model be identified and distinguished from other approaches? Methodology: A preliminary study pointed out the difficulties experienced when teaching programming, inspiring the formulation of a PSA model that used CT concepts. An experimental study on problem-based and game-based programming workshops that utilized the PSA model through sorting algorithms was performed on experimental groups consisting of 30 students each. A syntax-based programming workshop consisting of 30 students was used as the control group. All the participants were recruited through a pretest that incorporated basic programming questions. The participants had to answer a posttest after the workshop. Findings: The results showed that the participants exhibited no significant difference between the pretest and posttest for the syntax-based learning (SBL). However, there is a significant difference between the pretest and posttest of both the problem-based learning (PBL) and the game-based learning (GBL) workshops. There was no significant difference significant difference for the pretest scores of all three workshops. The analysis of the posttest further confirmed that the experimental groups (PBL and GBL) exhibited significant difference in the scores compared to the control group. However, the posttest results did not differ significantly between the experimental groups (PBL and GBL).","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139951197","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}
Thiago Costa Caetano;Camila Cardoso Moreira;Mikael Frank Rezende Junior
Contribution: This work seeks to ascertain the validity of a remote-controlled experiment of the Physics Remote Lab in the educational context, specifically among students from engineering courses. Background: In 2012, it has been started the development of the Physics Remote Lab at the Federal University of Itajubá, Brazil, a laboratory with a collection of didactical remote-controlled experiments. For a while since then, efforts have been directed mainly to technical matters and so, many questions regarding the effectiveness of these experiments as a teaching resource have not been satisfactorily answered yet. The restrictions imposed by the pandemic have provided suitable conditions to assess the effectiveness of this kind of resource. Research Questions: There are two points to be addressed. The first refers to whether remotely controlled experiments can be regarded as a valid didactical tool. The second seeks to ascertain the effectiveness of these digital objects in a very atypical scenario. Methodology: A pretest-intervention-posttest design was chosen, with three groups that totaled 145 students from engineering courses. The groups were submitted to interventions based on a remote-controlled experiment, video analysis, and simulation on kinematics. Nonparametric statistical tests were applied to check for biased groups and to compare the results before and after the intervention. Findings: The results show that all three interventions had a significant impact on the groups and the established I-index suggests that the effects were positive in all of them, despite the peculiar circumstances regarding the pandemic. Compared to other groups, the results for the remote-controlled experiment group showed that it can be as effective as a simulation or a video analysis and the students in this group achieved a better understanding of the concepts as compared to their performance on the pretest.
{"title":"Computer-Aided Experiments (CAE): A Study Regarding a Remote-Controlled Experiment, Video Analysis, and Simulation on Kinematics","authors":"Thiago Costa Caetano;Camila Cardoso Moreira;Mikael Frank Rezende Junior","doi":"10.1109/TE.2023.3349092","DOIUrl":"10.1109/TE.2023.3349092","url":null,"abstract":"Contribution: This work seeks to ascertain the validity of a remote-controlled experiment of the Physics Remote Lab in the educational context, specifically among students from engineering courses. Background: In 2012, it has been started the development of the Physics Remote Lab at the Federal University of Itajubá, Brazil, a laboratory with a collection of didactical remote-controlled experiments. For a while since then, efforts have been directed mainly to technical matters and so, many questions regarding the effectiveness of these experiments as a teaching resource have not been satisfactorily answered yet. The restrictions imposed by the pandemic have provided suitable conditions to assess the effectiveness of this kind of resource. Research Questions: There are two points to be addressed. The first refers to whether remotely controlled experiments can be regarded as a valid didactical tool. The second seeks to ascertain the effectiveness of these digital objects in a very atypical scenario. Methodology: A pretest-intervention-posttest design was chosen, with three groups that totaled 145 students from engineering courses. The groups were submitted to interventions based on a remote-controlled experiment, video analysis, and simulation on kinematics. Nonparametric statistical tests were applied to check for biased groups and to compare the results before and after the intervention. Findings: The results show that all three interventions had a significant impact on the groups and the established I-index suggests that the effects were positive in all of them, despite the peculiar circumstances regarding the pandemic. Compared to other groups, the results for the remote-controlled experiment group showed that it can be as effective as a simulation or a video analysis and the students in this group achieved a better understanding of the concepts as compared to their performance on the pretest.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139950919","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 study investigates the challenges faced by second-year undergraduate engineering students in understanding Stokes’ theorem in vector calculus, focusing on the misconceptions found in interconnected concepts that form its foundation. Stokes’ theorem involves the application of line integrals, surface integrals, the curl of a vector field, and the flux of a vector field, which are essential for a thorough understanding of the theorem. This article reports on a study conducted to identify these misconceptions through the qualitative and quantitative analysis of the test papers from 47 students at the University of Cape Town who were studying vector calculus. The results reveal difficulties in grasping line integrals, curve parametrization, vectors, curl of a force field, and the projection factor in surface integrals. Our study concludes that proficiency in these underlying concepts is crucial for students to effectively understand Stokes’ theorem, highlighting the need for targeted teaching approaches that address these known difficulties.
{"title":"Students’ Understanding of Stokes’ Theorem in Vector Calculus","authors":"Thabiso Khemane;Padayachee Pragashni;Shaw Corrinne","doi":"10.1109/TE.2024.3349921","DOIUrl":"10.1109/TE.2024.3349921","url":null,"abstract":"This study investigates the challenges faced by second-year undergraduate engineering students in understanding Stokes’ theorem in vector calculus, focusing on the misconceptions found in interconnected concepts that form its foundation. Stokes’ theorem involves the application of line integrals, surface integrals, the curl of a vector field, and the flux of a vector field, which are essential for a thorough understanding of the theorem. This article reports on a study conducted to identify these misconceptions through the qualitative and quantitative analysis of the test papers from 47 students at the University of Cape Town who were studying vector calculus. The results reveal difficulties in grasping line integrals, curve parametrization, vectors, curl of a force field, and the projection factor in surface integrals. Our study concludes that proficiency in these underlying concepts is crucial for students to effectively understand Stokes’ theorem, highlighting the need for targeted teaching approaches that address these known difficulties.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139951275","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":"Integration of Mathematical Internet Memes a Multimedia Resource Into Kenya Secondary Mathematics Education","authors":"Dominic Mutuku Mutua, Waweru Mwangi","doi":"10.1109/te.2023.3346990","DOIUrl":"https://doi.org/10.1109/te.2023.3346990","url":null,"abstract":"","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139950964","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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