José A. Ballesteros;Marcos D. Fernandez;José L. González-Geraldo
Contribution: A peer-mentoring plan designed to support engineering students during their transition from high school to university. This article addresses the adaptation challenges faced by first-year students in engineering programs. Background: The transition to university is a critical period for students, marked by significant lifestyle changes and the inherent difficulties of engineering degrees. This often results in high stress levels, with some students struggling to adapt and consequently dropping out. Previous efforts to support students have shown varying degrees of success, highlighting the need for effective peer support mechanisms. Intended Outcomes: A structured peer-mentoring environment aimed at reducing stress, improving first-year students’ adaptation to university life, and decreasing dropout rates. The program is designed to be well received by both mentors and mentees, thereby enhancing the academic experience for engineering students. Application Design: Drawing on existing teaching experiences and literature, the proposed peer-mentoring program involves senior students acting as mentors to first-year students. The program begins with a training session to equip mentors with necessary tools and to define their roles and boundaries. This is followed by an initial meeting during the welcome day, and continues with formal and informal interactions throughout the first semester, under the supervision of the degree coordinator. Findings: Surveys completed by both mentors and first-year students indicate a high level of acceptance and perceived usefulness of the peer-mentoring program. The results suggest that the program effectively supports first-year students in their transition to university life, with strong recommendations for its continuation in future academic years.
{"title":"Peer-Mentoring Program for the Individual Attention of Engineering Students","authors":"José A. Ballesteros;Marcos D. Fernandez;José L. González-Geraldo","doi":"10.1109/TE.2024.3432830","DOIUrl":"10.1109/TE.2024.3432830","url":null,"abstract":"Contribution: A peer-mentoring plan designed to support engineering students during their transition from high school to university. This article addresses the adaptation challenges faced by first-year students in engineering programs. Background: The transition to university is a critical period for students, marked by significant lifestyle changes and the inherent difficulties of engineering degrees. This often results in high stress levels, with some students struggling to adapt and consequently dropping out. Previous efforts to support students have shown varying degrees of success, highlighting the need for effective peer support mechanisms. Intended Outcomes: A structured peer-mentoring environment aimed at reducing stress, improving first-year students’ adaptation to university life, and decreasing dropout rates. The program is designed to be well received by both mentors and mentees, thereby enhancing the academic experience for engineering students. Application Design: Drawing on existing teaching experiences and literature, the proposed peer-mentoring program involves senior students acting as mentors to first-year students. The program begins with a training session to equip mentors with necessary tools and to define their roles and boundaries. This is followed by an initial meeting during the welcome day, and continues with formal and informal interactions throughout the first semester, under the supervision of the degree coordinator. Findings: Surveys completed by both mentors and first-year students indicate a high level of acceptance and perceived usefulness of the peer-mentoring program. The results suggest that the program effectively supports first-year students in their transition to university life, with strong recommendations for its continuation in future academic years.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"67 5","pages":"786-792"},"PeriodicalIF":2.1,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10620217","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141884396","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 provides an implementation of a partially flipped classroom with gamification aspects that has shown a statistically significant increase in student performance relative to traditional lecture. Background: Electronic Circuits is a challenging required course for first-year students in the Electrical Engineering degree program at National Taiwan University. Students taking the English section have historically performed lower than other Chinese sections, likely due to their diverse backgrounds and less familiarity with Taiwanese-style exams. Intended Outcome: This study applied flipped-learning-with-gamification teaching methods to evaluate their effectiveness in improving students’ motivation to solve ungraded practice problems and increase student performance. One-third of the class was a condensed in-class lecture with supplemental online videos, while two-thirds was a problem-solving session with students in teams. A class gameboard (leaderboard) and weekly concept cards (badges) were used to motivate the students to complete weekly ungraded practice problems. Findings: The results showed that the flipped-learning-with-gamification approach increased the average of the English section’s normalized quiz and exam grades by 11.6% compared to the previous year, such that the section’s average performance matched that of the other sections (control groups). Results also found that higher grades were most strongly correlated with higher completion rates of in-class problems and were uncorrelated with lecture attendance. Survey results showed that students liked the gamification aspects of working in teams, receiving concept cards, and completing challenge problems more than the course gameboard.
{"title":"Using a Partially Flipped Classroom and Gamification to Improve Student Performance in a First-Year Electronic Circuits Course","authors":"Katherine A. Kim;F. Selin Bagci;Anwell Ho","doi":"10.1109/TE.2024.3422017","DOIUrl":"10.1109/TE.2024.3422017","url":null,"abstract":"Contribution: This study provides an implementation of a partially flipped classroom with gamification aspects that has shown a statistically significant increase in student performance relative to traditional lecture. Background: Electronic Circuits is a challenging required course for first-year students in the Electrical Engineering degree program at National Taiwan University. Students taking the English section have historically performed lower than other Chinese sections, likely due to their diverse backgrounds and less familiarity with Taiwanese-style exams. Intended Outcome: This study applied flipped-learning-with-gamification teaching methods to evaluate their effectiveness in improving students’ motivation to solve ungraded practice problems and increase student performance. One-third of the class was a condensed in-class lecture with supplemental online videos, while two-thirds was a problem-solving session with students in teams. A class gameboard (leaderboard) and weekly concept cards (badges) were used to motivate the students to complete weekly ungraded practice problems. Findings: The results showed that the flipped-learning-with-gamification approach increased the average of the English section’s normalized quiz and exam grades by 11.6% compared to the previous year, such that the section’s average performance matched that of the other sections (control groups). Results also found that higher grades were most strongly correlated with higher completion rates of in-class problems and were uncorrelated with lecture attendance. Survey results showed that students liked the gamification aspects of working in teams, receiving concept cards, and completing challenge problems more than the course gameboard.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"67 5","pages":"758-766"},"PeriodicalIF":2.1,"publicationDate":"2024-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141871481","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}
Daniel Escanez-Exposito;Javier Correa-Marichal;Pino Caballero-Gil
Quantum computing is an emerging and quickly expanding domain that captivates scientists and engineers. Recognizing the limitations of conventional educational approaches in adequately preparing individuals for their incursion in this area, this research introduces a novel board game called “Qubit: The Game,” whose objective is twofold: 1) to foster enthusiasm for quantum computing and 2) to enhance comprehension of fundamental notions within this discipline. This document provides explanations regarding the rationale behind selecting a board game format, the game’s design and mechanics, as well as the methodology followed during its development. Furthermore, it contains a first analysis conducted to assess the impact of the designed game, on the perception, interest and fundamental notions of quantum computing among K-16 students. The outcomes from this research unequivocally demonstrate that the devised game serves as a potent instrument in cultivating enjoyment and facilitating the understanding of essential knowledge in a topic as intricate as quantum computing. In fact, the effectiveness of this game also highlights its potential to introduce learners to different STEAM-related topics.
{"title":"Using Game-Based Learning and Quantum Computing to Enhance STEAM Competencies in K-16 Education","authors":"Daniel Escanez-Exposito;Javier Correa-Marichal;Pino Caballero-Gil","doi":"10.1109/TE.2024.3422315","DOIUrl":"10.1109/TE.2024.3422315","url":null,"abstract":"Quantum computing is an emerging and quickly expanding domain that captivates scientists and engineers. Recognizing the limitations of conventional educational approaches in adequately preparing individuals for their incursion in this area, this research introduces a novel board game called “Qubit: The Game,” whose objective is twofold: 1) to foster enthusiasm for quantum computing and 2) to enhance comprehension of fundamental notions within this discipline. This document provides explanations regarding the rationale behind selecting a board game format, the game’s design and mechanics, as well as the methodology followed during its development. Furthermore, it contains a first analysis conducted to assess the impact of the designed game, on the perception, interest and fundamental notions of quantum computing among K-16 students. The outcomes from this research unequivocally demonstrate that the devised game serves as a potent instrument in cultivating enjoyment and facilitating the understanding of essential knowledge in a topic as intricate as quantum computing. In fact, the effectiveness of this game also highlights its potential to introduce learners to different STEAM-related topics.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"67 6","pages":"807-816"},"PeriodicalIF":2.1,"publicationDate":"2024-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10618884","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141871483","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}
This article discusses the latest developments of the Sucre4Stem tool, as part of the Sucre initiative, which aims to promote interest in computational thinking and programming skills in K-12 students. The tool follows the Internet of Things approach and consists of two prominent components: 1) SucreCore and 2) SucreCode. SucreCore incorporates an advanced microcontroller packaged in a more compact design and enables wireless connectivity. SucreCode, the block-based visual programming tool, supports two different sets of blocks depending on the education grade, and facilitates wireless communication with SucreCore. At the educational level, Sucre4Stem fosters new group dynamics and encourages students to experiment real-world projects by promoting the “programming to learn” approach to concepts from other disciplines as opposed to the strategy widely applied in schools of “learning to program” in isolation.
{"title":"Sucre4Stem: A K-12 Educational Tool for Integrating Computational Thinking and Programming Across Multidisciplinary Disciplines","authors":"Sergio Trilles;Aida Monfort-Muriach;Enrique Cueto-Rubio;Carmen López-Girona;Carlos Granell","doi":"10.1109/TE.2024.3422666","DOIUrl":"10.1109/TE.2024.3422666","url":null,"abstract":"This article discusses the latest developments of the Sucre4Stem tool, as part of the Sucre initiative, which aims to promote interest in computational thinking and programming skills in K-12 students. The tool follows the Internet of Things approach and consists of two prominent components: 1) SucreCore and 2) SucreCode. SucreCore incorporates an advanced microcontroller packaged in a more compact design and enables wireless connectivity. SucreCode, the block-based visual programming tool, supports two different sets of blocks depending on the education grade, and facilitates wireless communication with SucreCore. At the educational level, Sucre4Stem fosters new group dynamics and encourages students to experiment real-world projects by promoting the “programming to learn” approach to concepts from other disciplines as opposed to the strategy widely applied in schools of “learning to program” in isolation.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"67 6","pages":"868-877"},"PeriodicalIF":2.1,"publicationDate":"2024-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10613367","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141871482","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}
Wesley Beccaro;Elisabete Galeazzo;Denise Consonni;Henrique E. Maldonado Peres;Leopoldo R. Yoshioka
Contribution: The evaluation of analog-to-digital conversion methods constitutes a key component of an Instrumentation course. This study introduces an affordable educational platform based on Arduino UNO board designed for teaching analog-to-digital conversion concepts, supported by virtual instruments (VIs). Background: ADCs are electronic devices found in a wide range of consumer electronics, such as smartphones and Internet of Things (IoT) devices. In order to investigate the fundamental aspects of ADCs, a data acquisition system is required. However, high-quality ADC systems tend to be expensive. Alternatively, cost-effective microcontrollers can serve as an educational platform for conducting experimental procedures, including tests, characterization, and calibration. Intended Outcomes: The proposed experiment concentrates on elucidating the theoretical foundations of analog-to-digital conversion, along with providing in-depth insights into the technical details involved in characterizing and calibrating ADCs. Application Design: Four VIs have been developed and are employed to investigate concepts, such as resolution, nonlinearity, aliasing, and to determine offset and gain errors. Findings: The learning experience and the usability of the system were assessed through questionnaires distributed to a total of 105 students. In addition, the final exam was used to assess the performance of 29 students. The results indicate that the students significantly improved their ability to understand, apply, and analyze essential aspects of ADC after engaging in the experiments, demonstrating substantial learning gains.
{"title":"Practical Learning of Analog-to-Digital Conversion Concepts With a Low-Cost Didactic Platform","authors":"Wesley Beccaro;Elisabete Galeazzo;Denise Consonni;Henrique E. Maldonado Peres;Leopoldo R. Yoshioka","doi":"10.1109/TE.2024.3428414","DOIUrl":"10.1109/TE.2024.3428414","url":null,"abstract":"Contribution: The evaluation of analog-to-digital conversion methods constitutes a key component of an Instrumentation course. This study introduces an affordable educational platform based on Arduino UNO board designed for teaching analog-to-digital conversion concepts, supported by virtual instruments (VIs). Background: ADCs are electronic devices found in a wide range of consumer electronics, such as smartphones and Internet of Things (IoT) devices. In order to investigate the fundamental aspects of ADCs, a data acquisition system is required. However, high-quality ADC systems tend to be expensive. Alternatively, cost-effective microcontrollers can serve as an educational platform for conducting experimental procedures, including tests, characterization, and calibration. Intended Outcomes: The proposed experiment concentrates on elucidating the theoretical foundations of analog-to-digital conversion, along with providing in-depth insights into the technical details involved in characterizing and calibrating ADCs. Application Design: Four VIs have been developed and are employed to investigate concepts, such as resolution, nonlinearity, aliasing, and to determine offset and gain errors. Findings: The learning experience and the usability of the system were assessed through questionnaires distributed to a total of 105 students. In addition, the final exam was used to assess the performance of 29 students. The results indicate that the students significantly improved their ability to understand, apply, and analyze essential aspects of ADC after engaging in the experiments, demonstrating substantial learning gains.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"67 5","pages":"767-776"},"PeriodicalIF":2.1,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141782382","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}
Contributions: To address the interpretability issues in artificial intelligence (AI)-powered classroom discourse models, we employ explainable AI methods to unpack classroom discourse analysis from deep learning-based models and evaluate the effects of model explanations on STEM teachers. Background: Deep learning techniques have been used to automatically analyze classroom dialogue to provide feedback for teachers. However, these complex models operate as black boxes, lacking clear explanations of the analysis, which may lead teachers, particularly those lacking AI knowledge, to distrust the models and hinder their teaching practice. Therefore, it is crucial to address the interpretability issue in AI-powered classroom discourse models. Research Questions: How to explain deep learning-based classroom discourse models using explainable AI methods? What is the effect of these explanations on teachers’ trust in and technology acceptance of the models? How do teachers perceive the explanations of deep learning-based classroom discourse models? Method: Two explainable AI methods were employed to interpret deep learning-based models that analyzed teacher and student talk moves. A pilot study was conducted, involving seven STEM teachers interested in learning talk moves and receiving classroom discourse analysis. The study assessed changes in teachers’ trust and technology acceptance before and after receiving model explanations. Teachers’ perceptions of the model explanations were investigated. Findings: The AI-powered classroom discourse models were effectively explained using explainable AI methods. The model explanations enhanced teachers’ trust and technology acceptance of the classroom discourse models. The seven STEM teachers expressed satisfaction with the explanations and provided their perception of model explanations.
{"title":"Making AI Accessible for STEM Teachers: Using Explainable AI for Unpacking Classroom Discourse Analysis","authors":"Deliang Wang;Gaowei Chen","doi":"10.1109/TE.2024.3421606","DOIUrl":"10.1109/TE.2024.3421606","url":null,"abstract":"Contributions: To address the interpretability issues in artificial intelligence (AI)-powered classroom discourse models, we employ explainable AI methods to unpack classroom discourse analysis from deep learning-based models and evaluate the effects of model explanations on STEM teachers. Background: Deep learning techniques have been used to automatically analyze classroom dialogue to provide feedback for teachers. However, these complex models operate as black boxes, lacking clear explanations of the analysis, which may lead teachers, particularly those lacking AI knowledge, to distrust the models and hinder their teaching practice. Therefore, it is crucial to address the interpretability issue in AI-powered classroom discourse models. Research Questions: How to explain deep learning-based classroom discourse models using explainable AI methods? What is the effect of these explanations on teachers’ trust in and technology acceptance of the models? How do teachers perceive the explanations of deep learning-based classroom discourse models? Method: Two explainable AI methods were employed to interpret deep learning-based models that analyzed teacher and student talk moves. A pilot study was conducted, involving seven STEM teachers interested in learning talk moves and receiving classroom discourse analysis. The study assessed changes in teachers’ trust and technology acceptance before and after receiving model explanations. Teachers’ perceptions of the model explanations were investigated. Findings: The AI-powered classroom discourse models were effectively explained using explainable AI methods. The model explanations enhanced teachers’ trust and technology acceptance of the classroom discourse models. The seven STEM teachers expressed satisfaction with the explanations and provided their perception of model explanations.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"67 6","pages":"907-918"},"PeriodicalIF":2.1,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141740687","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 teaching-learning process in engineering aims to meet current societal demands and address real challenges faced by businesses and the job market. Challenge-based learning (CBL) has gained traction as an active and innovative approach in engineering education, introducing real challenges and open questions to the classroom regarding environmental sustainability and issues faced by Industry 4.0. These challenges require resources and technology that turn the teaching-learning process into an open system, demanding partnerships beyond academia for validating deliverables and projects. Following the PRISMA 2020 guidelines, this study aimed to systematically analyze the implementation and implications of CBL for competencies development. Following the inclusion and exclusion criteria of the PRISMA method, 62 articles were used for abstract analyses to identify methods, workload, resources, structure, technology, and stakeholder integration, as well as to answer the research questions. The studies were categorized into three types of applied challenges: 1) social and environmental sustainability; 2) Industry 4.0; and 3) those related to Educational Institutions. A total of 46 articles were analyzed in their entirety, and summarized in three tables. All analyzed studies showed that CBL is effective according to summative and formative assessments, leading to sociotechnical competencies development through experience with real-world challenges, teamwork, and interaction with external partners. As most studies are qualitative, there is room for quantitative investigations to better justify the relevance of CBL, especially in terms of adaptive and personalized learning. Moreover, the workload and complexity imposed by CBL, particularly on teachers, warrant further study to facilitate implementation and engagement.
{"title":"Challenge-Based Learning for Competency Development in Engineering Education, a Prisma-Based Systematic Literature Review","authors":"Andreia Leles;Luciana Zaina;José Roberto Cardoso","doi":"10.1109/TE.2024.3417908","DOIUrl":"10.1109/TE.2024.3417908","url":null,"abstract":"The teaching-learning process in engineering aims to meet current societal demands and address real challenges faced by businesses and the job market. Challenge-based learning (CBL) has gained traction as an active and innovative approach in engineering education, introducing real challenges and open questions to the classroom regarding environmental sustainability and issues faced by Industry 4.0. These challenges require resources and technology that turn the teaching-learning process into an open system, demanding partnerships beyond academia for validating deliverables and projects. Following the PRISMA 2020 guidelines, this study aimed to systematically analyze the implementation and implications of CBL for competencies development. Following the inclusion and exclusion criteria of the PRISMA method, 62 articles were used for abstract analyses to identify methods, workload, resources, structure, technology, and stakeholder integration, as well as to answer the research questions. The studies were categorized into three types of applied challenges: 1) social and environmental sustainability; 2) Industry 4.0; and 3) those related to Educational Institutions. A total of 46 articles were analyzed in their entirety, and summarized in three tables. All analyzed studies showed that CBL is effective according to summative and formative assessments, leading to sociotechnical competencies development through experience with real-world challenges, teamwork, and interaction with external partners. As most studies are qualitative, there is room for quantitative investigations to better justify the relevance of CBL, especially in terms of adaptive and personalized learning. Moreover, the workload and complexity imposed by CBL, particularly on teachers, warrant further study to facilitate implementation and engagement.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"67 5","pages":"746-757"},"PeriodicalIF":2.1,"publicationDate":"2024-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10600095","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141720036","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}
Manal Kharbouch;Ambrosio Toval;Francisco Garcia-Sanchez;Alberto Garcia Berna;Jose Luis Fernandez Aleman
Contribution: This article provides evidence on the influence of serious games (SGs) in software engineering (SE) education on students’ scores, exam attendance, and chance of passing. It also highlights the impact of teachers’ experience with the implementation of SGs as a learning approach on the aforementioned metrics.Background: Although there are previous studies validating SGs in SE subjects, examining the effects that SGs and the expertise to implement them can have on students’ academic achievement by means of rigorous scientific methods is lacking.Research Questions: Do students achieve better academic results when SGs are used? Are the exam attendance and chance of passing higher among students enrolled in courses that use SGs compared to those following a traditional approach? Does the teachers’ expertise with SGs have an impact on students’ achievement? Are students satisfied using SGs in SE courses?Methodology: A controlled experiment was conducted on undergraduate students who were enrolled in an SE course during the years 2012/2013-2013/2014 and 2021/2022 to compare the effects of SGs with traditional teaching on students’ achievement in this subject. The students from the academic year 2012/2013 attended traditional lectures only, while the students from the academic years 2013/2014 and 2021/2022 had SGs incorporated within their lectures, led by teachers without and with expertise to deploy SGs, respectively.Findings: Students’ scores are higher when SGs are used compared to traditional teaching. Teachers’ experience and expertise are key factors to improve the chances of attending and passing the final exam when SGs are used.
{"title":"In-Class Teaching With Serious Games—Does Experience Matter?","authors":"Manal Kharbouch;Ambrosio Toval;Francisco Garcia-Sanchez;Alberto Garcia Berna;Jose Luis Fernandez Aleman","doi":"10.1109/TE.2024.3416816","DOIUrl":"10.1109/TE.2024.3416816","url":null,"abstract":"Contribution: This article provides evidence on the influence of serious games (SGs) in software engineering (SE) education on students’ scores, exam attendance, and chance of passing. It also highlights the impact of teachers’ experience with the implementation of SGs as a learning approach on the aforementioned metrics.Background: Although there are previous studies validating SGs in SE subjects, examining the effects that SGs and the expertise to implement them can have on students’ academic achievement by means of rigorous scientific methods is lacking.Research Questions: Do students achieve better academic results when SGs are used? Are the exam attendance and chance of passing higher among students enrolled in courses that use SGs compared to those following a traditional approach? Does the teachers’ expertise with SGs have an impact on students’ achievement? Are students satisfied using SGs in SE courses?Methodology: A controlled experiment was conducted on undergraduate students who were enrolled in an SE course during the years 2012/2013-2013/2014 and 2021/2022 to compare the effects of SGs with traditional teaching on students’ achievement in this subject. The students from the academic year 2012/2013 attended traditional lectures only, while the students from the academic years 2013/2014 and 2021/2022 had SGs incorporated within their lectures, led by teachers without and with expertise to deploy SGs, respectively.Findings: Students’ scores are higher when SGs are used compared to traditional teaching. Teachers’ experience and expertise are key factors to improve the chances of attending and passing the final exam when SGs are used.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"67 5","pages":"724-734"},"PeriodicalIF":2.1,"publicationDate":"2024-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141586445","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}
V. Sanchez Padilla;Albert Espinal;Jennifer M. Case;Jose Cordova-Garcia;Homero Murzi
Contribution: This study explores industry members’ perceptions about the ABET-based accreditation in a developing country, using the case study of a program in a publicly funded polytechnic university in Ecuador. Background: Engineering programs often seek international accreditations to enhance the education quality, align with the global standards or gain academic reputation. ABET-based accreditation originates in United States, and thus presents some challenges for institutions in developing countries. Intended Outcomes: This study aimed to investigate the significance of international academic accreditation, as seen through the perspective of industry members. It focused on identifying fundamental competencies valued by employers and aimed to provide insights for institutions in similar contexts. Application Design: The research employed an approach informed by a qualitative methodology, involving in-depth interviews with five industry members who had served on the advisory committee board of an engineering program from a higher education institution in Ecuador. Findings: The findings identified three main areas of competencies that the industry members value: communication skills for teamwork, a problem-solving orientation, and an ability for effective task planning. The study also showed that these industry members value international accreditation as a means for enhancing education quality and ensuring graduates develop the necessary skills and competencies, yet the overall awareness with their peers remains relatively low.
{"title":"Industry Members’ Perceptions About ABET-Based Accreditation: An Exploratory Study in a Developing Country","authors":"V. Sanchez Padilla;Albert Espinal;Jennifer M. Case;Jose Cordova-Garcia;Homero Murzi","doi":"10.1109/TE.2024.3410996","DOIUrl":"10.1109/TE.2024.3410996","url":null,"abstract":"Contribution: This study explores industry members’ perceptions about the ABET-based accreditation in a developing country, using the case study of a program in a publicly funded polytechnic university in Ecuador. Background: Engineering programs often seek international accreditations to enhance the education quality, align with the global standards or gain academic reputation. ABET-based accreditation originates in United States, and thus presents some challenges for institutions in developing countries. Intended Outcomes: This study aimed to investigate the significance of international academic accreditation, as seen through the perspective of industry members. It focused on identifying fundamental competencies valued by employers and aimed to provide insights for institutions in similar contexts. Application Design: The research employed an approach informed by a qualitative methodology, involving in-depth interviews with five industry members who had served on the advisory committee board of an engineering program from a higher education institution in Ecuador. Findings: The findings identified three main areas of competencies that the industry members value: communication skills for teamwork, a problem-solving orientation, and an ability for effective task planning. The study also showed that these industry members value international accreditation as a means for enhancing education quality and ensuring graduates develop the necessary skills and competencies, yet the overall awareness with their peers remains relatively low.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"67 5","pages":"689-698"},"PeriodicalIF":2.1,"publicationDate":"2024-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141548843","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}
Alicia García-Holgado;Andrea Vázquez-Ingelmo;Francisco José García-Peñalvo
Contribution: Gender mainstreaming in university teaching should be covered in all the knowledge areas. This work successfully introduces the gender perspective as part of the methodological approach to teaching and learning in Computer Science. Background: This study describes how gender mainstreaming has been introduced and matured during six academic years, from 2016–2017 to 2021–2022, in Software Engineering I course in the Degree of Computer Science at the University of Salamanca. Intended Outcomes: The aim that has been pursued is to raise awareness among students of Computer Science about equality, equity, inclusion, and respect for diversity to build better professional ethics and advance in eliminating any gender-related gap in Computer Science. Application Design: The introduction of gender mainstreaming in the Software Engineering I course has been done in six stages to advance in the gender-gap reduction improving in each academic year with the experience and voluntary feedback from the students of the previous year, using anonymized questionnaires. Findings: Gender mainstreaming requires special attention in careers with a visible gender gap, such as Computer Science. Incorporating the gender perspective as part of the teaching-learning process does not have a measurable impact in a short period but instead aims to make software engineers reflect in such a way that they reason about the need to promote diversity in software development contexts.
贡献：大学教学中的性别主流化应涵盖所有知识领域。这项工作成功地引入了性别视角，将其作为计算机科学教学方法的一部分。背景：本研究描述了从 2016-2017 学年到 2021-2022 学年的六个学年中，萨拉曼卡大学计算机科学学位的软件工程 I 课程是如何引入性别主流化并使其日趋成熟的。预期成果：所追求的目标是提高计算机科学专业学生对平等、公平、包容和尊重多样性的认识，以建立更好的职业道德，推动消除计算机科学专业中与性别相关的任何差距。应用设计：在软件工程（一）课程中引入性别主流化的工作分六个阶段进行，每学年都会利用前一年学生的经验和自愿反馈，通过匿名问卷调查的方式，进一步缩小性别差距。研究结果在计算机科学等性别差距明显的职业中，需要特别关注性别主流化问题。将性别观点纳入教学过程并不能在短期内产生可衡量的影响，而是要让软件工程师进行反思，使他们认识到在软件开发过程中促进多样性的必要性。
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