Contributions: This study examined the effectiveness of making activities in fostering the competency development of school-age children engaged in a making program. The findings suggest that community-based makerspaces can provide autonomous and informal learning experiences, facilitating their competence development. When integrated with formal learning in schools, these experiences can facilitate a well-rounded education that nurtures 21st century skills in the younger generation. Background: The making program, hosted by community youth centers in Hong Kong, comprised a series of five workshops. These workshops provided guidance throughout the creative processes, encouraging participants to invent artefacts under the theme of “smart design for living.” Research Questions: What generic skills and other attributes can school-age children develop through making activities? What factors influence their development of generic skills and other attributes? What disparities emerged between their community-based and school-based making experiences? Methodology: The study utilized a mixed-method approach, encompassing of a pre- and post-test questionnaire survey involving school-age children who took part in the making workshops ( $N,,{=}$ 232), as well as semi-structured interviews with a subset of the participants ( $n,,{=}$ 25). Findings: Survey results revealed significant enhancements in participants’ information technology skills, communication skills and divergent thinking, along with a favorable acceptance of the making tools. Pertinent topics related to competency development, including age-related effects, computer accessibility, and mobile device ownership, were examined and discussed within the context of the study.
{"title":"Making Activities for the Competency Development of School-Age Children","authors":"Lee Cheng;Wing Yan Jasman Pang","doi":"10.1109/TE.2024.3370109","DOIUrl":"10.1109/TE.2024.3370109","url":null,"abstract":"Contributions: This study examined the effectiveness of making activities in fostering the competency development of school-age children engaged in a making program. The findings suggest that community-based makerspaces can provide autonomous and informal learning experiences, facilitating their competence development. When integrated with formal learning in schools, these experiences can facilitate a well-rounded education that nurtures 21st century skills in the younger generation. Background: The making program, hosted by community youth centers in Hong Kong, comprised a series of five workshops. These workshops provided guidance throughout the creative processes, encouraging participants to invent artefacts under the theme of “smart design for living.” Research Questions: What generic skills and other attributes can school-age children develop through making activities? What factors influence their development of generic skills and other attributes? What disparities emerged between their community-based and school-based making experiences? Methodology: The study utilized a mixed-method approach, encompassing of a pre- and post-test questionnaire survey involving school-age children who took part in the making workshops (\u0000<inline-formula> <tex-math>$N,,{=}$ </tex-math></inline-formula>\u0000 232), as well as semi-structured interviews with a subset of the participants (\u0000<inline-formula> <tex-math>$n,,{=}$ </tex-math></inline-formula>\u0000 25). Findings: Survey results revealed significant enhancements in participants’ information technology skills, communication skills and divergent thinking, along with a favorable acceptance of the making tools. Pertinent topics related to competency development, including age-related effects, computer accessibility, and mobile device ownership, were examined and discussed within the context of the study.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"67 6","pages":"846-856"},"PeriodicalIF":2.1,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10472109","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140171567","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}
Shaykhah Saeed M. Raffaa;Munassir Alhamami;Nor Liza Bt. Haji Ali
Contribution: This study advances the understanding of English as a medium of instruction (EMI) in computer science education by exploring computer instructors’ perspectives. Its unique contribution lies in a qualitative approach that uncovers the practical implications for policy and practice in the educational context. Background: The rationale for this study is the increasing global adoption of EMI in higher education, particularly in technical fields like computer science. The need to examine the real-world application and challenges of EMI, from the perspective of those directly involved in teaching, establishes its broad relevance. Intended Outcomes: The intended outcomes are to provide evidence-based recommendations for the EMI policy development and to enhance the quality of computer science education. The study aims to inform policy makers and educators about effective strategies and practices, ensuring a more successful implementation of EMI policies that cater to both instructors’ and students’ needs. Application Design: The study employs a qualitative methodology, utilizing semi-structured interviews with computer instructors. This design was chosen to deeply explore instructors’ experiences, beliefs, and strategies in EMI contexts, thus providing rich, contextualized insights into the practical aspects of the EMI policy implementation. Findings: The findings reveal several key challenges in implementing EMI, including limited English proficiency among instructors and students, and a lack of clear teaching and assessment guidelines. The study also identifies effective management strategies used by instructors, such as incorporating students’ mother tongue and adapting personal teaching methods. These findings highlight the need for comprehensive policy planning and support for instructors in EMI programs.
{"title":"Perspectives of English as a Medium of Instruction (EMI) Policy From Computer Instructors in Saudi Arabia","authors":"Shaykhah Saeed M. Raffaa;Munassir Alhamami;Nor Liza Bt. Haji Ali","doi":"10.1109/TE.2024.3369328","DOIUrl":"10.1109/TE.2024.3369328","url":null,"abstract":"Contribution: This study advances the understanding of English as a medium of instruction (EMI) in computer science education by exploring computer instructors’ perspectives. Its unique contribution lies in a qualitative approach that uncovers the practical implications for policy and practice in the educational context. Background: The rationale for this study is the increasing global adoption of EMI in higher education, particularly in technical fields like computer science. The need to examine the real-world application and challenges of EMI, from the perspective of those directly involved in teaching, establishes its broad relevance. Intended Outcomes: The intended outcomes are to provide evidence-based recommendations for the EMI policy development and to enhance the quality of computer science education. The study aims to inform policy makers and educators about effective strategies and practices, ensuring a more successful implementation of EMI policies that cater to both instructors’ and students’ needs. Application Design: The study employs a qualitative methodology, utilizing semi-structured interviews with computer instructors. This design was chosen to deeply explore instructors’ experiences, beliefs, and strategies in EMI contexts, thus providing rich, contextualized insights into the practical aspects of the EMI policy implementation. Findings: The findings reveal several key challenges in implementing EMI, including limited English proficiency among instructors and students, and a lack of clear teaching and assessment guidelines. The study also identifies effective management strategies used by instructors, such as incorporating students’ mother tongue and adapting personal teaching methods. These findings highlight the need for comprehensive policy planning and support for instructors in EMI programs.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"67 6","pages":"817-828"},"PeriodicalIF":2.1,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140172954","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Contribution: This article proposes a new theoretical model with a goal to develop future human computational thinking (CT) in foundational computer science (CS) education. The model blends six critical types of thinking, i.e., logical thinking, systems thinking, sustainable thinking, strategic thinking, creative thinking, and responsible thinking into the design of a first-year undergraduate programming course. The study describes a creative blended pedagogy that embeds the proposed model into the course plan.Background: The emergence of artificial intelligent systems such as large language models from a knowledge provider perspective, coupled with a gradual change in post-pandemic outlook of education challenge the relevance and raises concerns about the future of education. The 21st-century human CT requirements, viz., learning to code (skill) and thinking computationally (competency), will be inadequate in the future. Moreover, there is substantial evidence which shows that most introductory programming courses fail to integrate critical elements like ethics and responsibility as part of the course.Intended Outcomes: The authors anticipate experiential learning models such as this has immense potential to future-proof CS education, as well as make future software engineers responsible citizens.Application Design: The proposed model blends six types of thinking into the design and activities of the course. The underlying theoretical basis of these activities revolve around three key principles: 1) experiential learning; 2) self-reflection; and 3) peer learning.Findings: This case study from a liberal educational institution in India qualitatively shows evidence of students developing six critical elements of thinking that shapes their future CT ability.
{"title":"Developing Future Computational Thinking in Foundational CS Education: A Case Study From a Liberal Education University in India","authors":"Balaji Kalluri;Prajish Prasad;Prakrati Sharma;Divyaansh Chippa","doi":"10.1109/TE.2024.3394060","DOIUrl":"10.1109/TE.2024.3394060","url":null,"abstract":"Contribution: This article proposes a new theoretical model with a goal to develop future human computational thinking (CT) in foundational computer science (CS) education. The model blends six critical types of thinking, i.e., logical thinking, systems thinking, sustainable thinking, strategic thinking, creative thinking, and responsible thinking into the design of a first-year undergraduate programming course. The study describes a creative blended pedagogy that embeds the proposed model into the course plan.Background: The emergence of artificial intelligent systems such as large language models from a knowledge provider perspective, coupled with a gradual change in post-pandemic outlook of education challenge the relevance and raises concerns about the future of education. The 21st-century human CT requirements, viz., learning to code (skill) and thinking computationally (competency), will be inadequate in the future. Moreover, there is substantial evidence which shows that most introductory programming courses fail to integrate critical elements like ethics and responsibility as part of the course.Intended Outcomes: The authors anticipate experiential learning models such as this has immense potential to future-proof CS education, as well as make future software engineers responsible citizens.Application Design: The proposed model blends six types of thinking into the design and activities of the course. The underlying theoretical basis of these activities revolve around three key principles: 1) experiential learning; 2) self-reflection; and 3) peer learning.Findings: This case study from a liberal educational institution in India qualitatively shows evidence of students developing six critical elements of thinking that shapes their future CT ability.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"67 6","pages":"944-953"},"PeriodicalIF":2.1,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141061751","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: Visual maps that illustrate how mathematics, physics, and electrical engineering classes are connected to each other during the first two years of the electrical engineering curriculum were developed. Key terminology and differences in presentation between fields are discussed. Background: Experience has shown that engineering students struggle when they need to use an approach from their mathematics or physics courses in their first- or second-year engineering courses. In particular, students have difficulty making connections between what they learned in mathematics and physics and how it applies to engineering problems. Improving students’ ability to identify the connections between fields could increase student resilience in their engineering coursework. Research Questions: 1) Can visual representations of topic connections between fields across the entry-level engineering curriculum increase student’s motivation for learning topics in physics and mathematics and improve their problem solving ability? 2) Are there language barriers or other differences between fields that hinder student learning? Methodology: A multidisciplinary team of faculty members from mathematics, physics, and electrical engineering developed visual representations of the links between the core electrical engineering, physics, and mathematics concepts required to solve problems that students will see in their early electrical engineering coursework. Inconsistencies in terminology or notation were explored and documented. Findings: The developed visual aids, coined systematic approach to problem solving (SAPS) maps, describe a mechanism for linking concepts and skills across the technical courses in the first two years of the electrical engineering curriculum.
{"title":"Concept Maps Afford Connections From Mathematics and Physics to Electrical Engineering Courses","authors":"Carlotta Berry;Leanne Holder;Nicole Pfiester;Tracy Weyand","doi":"10.1109/TE.2024.3367603","DOIUrl":"10.1109/TE.2024.3367603","url":null,"abstract":"Contribution: Visual maps that illustrate how mathematics, physics, and electrical engineering classes are connected to each other during the first two years of the electrical engineering curriculum were developed. Key terminology and differences in presentation between fields are discussed. Background: Experience has shown that engineering students struggle when they need to use an approach from their mathematics or physics courses in their first- or second-year engineering courses. In particular, students have difficulty making connections between what they learned in mathematics and physics and how it applies to engineering problems. Improving students’ ability to identify the connections between fields could increase student resilience in their engineering coursework. Research Questions: 1) Can visual representations of topic connections between fields across the entry-level engineering curriculum increase student’s motivation for learning topics in physics and mathematics and improve their problem solving ability? 2) Are there language barriers or other differences between fields that hinder student learning? Methodology: A multidisciplinary team of faculty members from mathematics, physics, and electrical engineering developed visual representations of the links between the core electrical engineering, physics, and mathematics concepts required to solve problems that students will see in their early electrical engineering coursework. Inconsistencies in terminology or notation were explored and documented. Findings: The developed visual aids, coined systematic approach to problem solving (SAPS) maps, describe a mechanism for linking concepts and skills across the technical courses in the first two years of the electrical engineering curriculum.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"67 4","pages":"519-525"},"PeriodicalIF":2.1,"publicationDate":"2024-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140106862","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 two-phase mixed methodology study, relevant to STEM educational stakeholders and researchers in emergency remote teaching (ERT) and ICT for education, explored college students’ and graduates’ attitudes and usage patterns of educational ICT in the U.S. and Japan and identified affordances of the technology for both text and audio-based activities of various lengths. The research was divided into two phases, with the first a qualitative analysis utilizing a questionnaire and coding, which informed the second phase, a quantitative analysis of device and activity associations utilizing $k$ -means analysis. The findings suggest that these participants have a sophisticated understanding of their personal digital ecosystems and practice a form of dynamic “affordance switching” that matches devices to activities. This is reassuring when considering the need for a sudden move to off-site teaching necessitated by an ERT. The $k$ -means analysis identified three main devices out of six commonly used devices and associated those three with specific task characteristics. The Laptop PC was the most universally associated device, followed by the smartphone and traditional paper-based nondigital devices. These findings can inform administrators seeking to supply devices to students during ERT on a limited budget.
{"title":"Reducing the Impact of Emergency Remote Teaching Through an Understanding of Personal Digital Ecosystems","authors":"Peter Ilic","doi":"10.1109/TE.2024.3368047","DOIUrl":"10.1109/TE.2024.3368047","url":null,"abstract":"This two-phase mixed methodology study, relevant to STEM educational stakeholders and researchers in emergency remote teaching (ERT) and ICT for education, explored college students’ and graduates’ attitudes and usage patterns of educational ICT in the U.S. and Japan and identified affordances of the technology for both text and audio-based activities of various lengths. The research was divided into two phases, with the first a qualitative analysis utilizing a questionnaire and coding, which informed the second phase, a quantitative analysis of device and activity associations utilizing \u0000<inline-formula> <tex-math>$k$ </tex-math></inline-formula>\u0000-means analysis. The findings suggest that these participants have a sophisticated understanding of their personal digital ecosystems and practice a form of dynamic “affordance switching” that matches devices to activities. This is reassuring when considering the need for a sudden move to off-site teaching necessitated by an ERT. The \u0000<inline-formula> <tex-math>$k$ </tex-math></inline-formula>\u0000-means analysis identified three main devices out of six commonly used devices and associated those three with specific task characteristics. The Laptop PC was the most universally associated device, followed by the smartphone and traditional paper-based nondigital devices. These findings can inform administrators seeking to supply devices to students during ERT on a limited budget.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"67 3","pages":"336-342"},"PeriodicalIF":2.6,"publicationDate":"2024-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10466595","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140106864","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}
Rocio Ramos-Rodriguez;Maria Calle;Garis Coronell;John E. Candelo Becerra
Contribution: Team-based learning (TBL) with a transdisciplinary (TD) approach is applied in one introductory programming course with different cohorts. The approach reduces the failure rate in the course. In addition, the approach helped students understand the application of programming to different engineering professional areas. Background: Programming courses in engineering develop abilities required for professional practice, such as applying concepts to solve complex problems using critical thinking analysis. However, a considerable body of research shows that these courses have significant failure rates because students perceive a high complexity in the topics. Different studies show the effectiveness of using active learning methods such as TBL to improve student performance and perception of the course. Nonetheless, there are few studies regarding active learning with TD in programming courses. Intended Outcomes: The use of TBL with a TD approach can improve student performance through teamwork and discussions including different perspectives. Application Design: The method creates teams of students from different programs and assigns real-life problems related to diverse engineering disciplines. Findings: TBL with TD allows for improving student performance and decreases failure rates. Additionally, a survey shows that students favor the methodology and are committed to developing different activities that integrate several areas of knowledge. Furthermore, the method allows students to visualize the usefulness of the course concepts in their professional field. The students also favor the dynamics of the class and the teamwork.
{"title":"Transdisciplinarity and Team-Based Learning: Strategies for an Introductory Programming Course","authors":"Rocio Ramos-Rodriguez;Maria Calle;Garis Coronell;John E. Candelo Becerra","doi":"10.1109/TE.2024.3367617","DOIUrl":"10.1109/TE.2024.3367617","url":null,"abstract":"Contribution: Team-based learning (TBL) with a transdisciplinary (TD) approach is applied in one introductory programming course with different cohorts. The approach reduces the failure rate in the course. In addition, the approach helped students understand the application of programming to different engineering professional areas. Background: Programming courses in engineering develop abilities required for professional practice, such as applying concepts to solve complex problems using critical thinking analysis. However, a considerable body of research shows that these courses have significant failure rates because students perceive a high complexity in the topics. Different studies show the effectiveness of using active learning methods such as TBL to improve student performance and perception of the course. Nonetheless, there are few studies regarding active learning with TD in programming courses. Intended Outcomes: The use of TBL with a TD approach can improve student performance through teamwork and discussions including different perspectives. Application Design: The method creates teams of students from different programs and assigns real-life problems related to diverse engineering disciplines. Findings: TBL with TD allows for improving student performance and decreases failure rates. Additionally, a survey shows that students favor the methodology and are committed to developing different activities that integrate several areas of knowledge. Furthermore, the method allows students to visualize the usefulness of the course concepts in their professional field. The students also favor the dynamics of the class and the teamwork.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"67 2","pages":"317-326"},"PeriodicalIF":2.6,"publicationDate":"2024-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140075377","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}
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":"67 4","pages":"534-541"},"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":"67 2","pages":"306-316"},"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}
College teachers’ acceptance of smart teaching tools affects whether they can make effective use of such tools while teaching, with the goal of materializing deep integration of technology and teaching activities. This article constructs a hypothetical model of college teachers’ technology acceptance path for smart teaching tools based on the UTAUT model and the revised IS/IT acceptance and utilization model. This research designed a questionnaire sent out to Chinese college teaching staff with the framework consisting of Performance Expectancy, Effort Expectancy, Social Influence, and Facilitating Conditions. This work utilized the structural equation model (SEM) method to explore the relationship among Performance Expectancy, Effort Expectancy, Social Influence, Facilitating Conditions and Attitude, Behavioral Intention, and Using Behavior. The analysis results reveal that Performance Expectancy and Facilitating Conditions positively affect Attitude, Effort Expectancy and Social Influence negatively affect Attitude; Performance Expectancy positively affects Behavioral Intention, while Effort Expectancy negatively affects Behavioral Intention. However, Attitude and Facilitating Conditions positively affect Using Behavior. The above analysis suggests that colleges and relevant smart education industries, should: optimize smart teaching tools to improve their intelligence levels; implement smart teaching training to create favorable conditions; and encourage staff to further develop the acceptance and use of such tools independently and innovatively.
{"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":"10.1109/TE.2024.3358896","url":null,"abstract":"College teachers’ acceptance of smart teaching tools affects whether they can make effective use of such tools while teaching, with the goal of materializing deep integration of technology and teaching activities. This article constructs a hypothetical model of college teachers’ technology acceptance path for smart teaching tools based on the UTAUT model and the revised IS/IT acceptance and utilization model. This research designed a questionnaire sent out to Chinese college teaching staff with the framework consisting of Performance Expectancy, Effort Expectancy, Social Influence, and Facilitating Conditions. This work utilized the structural equation model (SEM) method to explore the relationship among Performance Expectancy, Effort Expectancy, Social Influence, Facilitating Conditions and Attitude, Behavioral Intention, and Using Behavior. The analysis results reveal that Performance Expectancy and Facilitating Conditions positively affect Attitude, Effort Expectancy and Social Influence negatively affect Attitude; Performance Expectancy positively affects Behavioral Intention, while Effort Expectancy negatively affects Behavioral Intention. However, Attitude and Facilitating Conditions positively affect Using Behavior. The above analysis suggests that colleges and relevant smart education industries, should: optimize smart teaching tools to improve their intelligence levels; implement smart teaching training to create favorable conditions; and encourage staff to further develop the acceptance and use of such tools independently and innovatively.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"67 6","pages":"954-963"},"PeriodicalIF":2.1,"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":"67 3","pages":"387-394"},"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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：