Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:
John Mitchell;Ann Sobel;
Pages: 299 - 299 Abstract: After four and half years as the Editor-in-Chief, it is time to hand over the reins of IEEE Transactions on Education, and I am delighted that we have secured the services of such a respected researcher as Prof. Ann Sobel to take on the role. When I joined, ToE had recently undergone a major revision of its scope. While this significantly improved the rigor of the papers accepted and improved the impact factor, it did mean that some of our community that had typically published in ToE now struggled to have their work accepted. This resulted in a drop in the number of papers each year to a low in 2014 of 32. While, as a journal editor, a high level of academic rigor is clearly demanded, it is also important to serve the community, in this case, the IEEE Education Society Community, that is the ultimate lifeblood of the publication. This was my main mission, and while there is still more to be done, I am delighted to say that in 2022 output surpassed the previous high (in 2011) to over 90 published papers. PubDate:
THU, 03 AUG 2023 10:02:13 -04 Issue No:Vol. 66, No. 4 (2023)
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Authors:
Niloufar Shirazi;Mehrak Rahimi;
Pages: 300 - 310 Abstract: Contribution: Research shows that nontechnical subjects like the English language have been neglected in computer science/engineering (CS/CE) education research. This study evaluates the effectiveness of a technology-enhanced general English (GE) course that exposed CE students to multimodal input during the prereading phase to develop their reading skills and growth mindset. Background: A wide range of technological affordances have been utilized and researched in teaching CE technical courses, however, English as an invaluable asset in CE students’ academic and professional success is given lower priority. Research Questions: Do multimedia-enhanced prereading activities have a significant impact on CE students’ development of reading skills and growth mindset' What are CE students’ perceptions of multimedia-enhanced reading instruction' Methodology: The study compares the effects of incorporating multimedia in the prereading phase of a GE course with a conventional methodology. 137 undergraduate CE students participated in the study. Reading skills and growth mindset were assessed before and after the intervention. Qualitative data were obtained through structured interviews with 18 students of the experimental groups. Findings: Significant improvements in two reading skills, i.e., skimming and scanning were observed after the experiment. The effect size of the intervention was large for skimming, indicating that multimedia videos made understanding the gist of meaning easier for CE students. This finding was verified by the qualitative data as well. Also, the experiment had a significant impact on developing CE students’ growth mindset, letting them vision their intelligence and talent as being fluid and malleable and, thus, changeable by effort and hard work. PubDate:
TUE, 24 JAN 2023 10:03:10 -04 Issue No:Vol. 66, No. 4 (2023)
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Authors:
Hiram Herrera-Rivas;Ramón Ventura Roque-Hernández;Jorge-Arturo Hernandez-Almazan;Alberto Mora Vazquez;
Pages: 311 - 317 Abstract: This study explores the relationship among student college attainment and the variables mathematical thinking, analytical thinking, language structure, reading comprehension, mathematics result, physics result, written language (Spanish), and English as a foreign language. Method: The participants were 130 students enrolled in an undergraduate 4-year program at a University who started in 2014. Mann–Whitney, $t$ , and chi-square tests were used, to compare the attributes of the students in two groups: 1) completed students and 2) students who dropped out. Additionally, a logistic regression model was carried out to predict the probability of student academic success based on the variables measured by the admission exam EXANI-II of CENEVAL. Results and Discussion: The findings indicate that in all the variables analyzed there were differences in favor of the group formed by students who did graduate compared to those who did not. On the other hand, only the mathematics report ( $p = 0.013$ ) and the written language report ( $p = 0.029$ ) were significant to predict the probability of graduation of the students. The authors identified that mathematics and written language are variables that affect students’ academic attainment. Conclusion: It is necessary to recognize that there are inequalities in the conditions of students entering university. For this reason, consideration should be given to the creation of academic support and inclusion programs that stimulate the integral development of the student from before entering the first semester. It is also important to periodically quantify and analyze student progress to implement the necessary strategies and continually follow up their academic attainment. PubDate:
TUE, 24 JAN 2023 10:03:10 -04 Issue No:Vol. 66, No. 4 (2023)
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Authors:
Wenge Rong;Tianfan Xu;Zhiwei Sun;Zian Sun;Yuanxin Ouyang;Zhang Xiong;
Pages: 318 - 329 Abstract: Contribution: In this study, an object tuple model has been proposed, and a quasi-experimental study on its usage in an introductory programming language course has been reported. This work can be adopted by all C language teachers and students in learning pointer and array-related concepts. Background: C language has been extensively employed in numerous universities as an introductory programming practice. However, the pointer and array have long been recognized as some of the most difficult concepts for novice students learning C language. To help students become familiar with the concept of pointer and array and also their related operations, a comprehensive understanding from memory management’s perspective might be helpful. Research Questions: 1) How does the object tuple model help students understand all kinds of object types from a generalized perspective' 2) Why is it important to let the students consider multiple arrays from a 1-D perspective' and 3) How do the memory-oriented operations from the object’s perspective help students comprehensively understand the pointer and array' Methodology: The students were divided into experimental and control groups, and the object tuple model was presented in the experimental group. An examination was conducted at end of the semester, and test data were gathered for further analysis. Findings: The proposed object tuple model is effective in giving students clear guidance and helping them further understand the pointer and array in C language. PubDate:
WED, 25 JAN 2023 10:01:25 -04 Issue No:Vol. 66, No. 4 (2023)
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Authors:
Saira Anwar;Muhsin Menekse;
Pages: 330 - 338 Abstract: Contribution: The study provides empirical evidence and a deeper understanding of COVID-19’s impact on first-year engineering (FYE) students’ learning experiences and motivation while accounting for gender and race/ethnicity-based variations. Background: In the Spring 2020, the COVID-19 pandemic forced campuses to close and shift unexpectedly to emergency remote instruction. These rapid transitions impacted all students, including FYE students. Research Questions: Based on the importance of the first-year experience of engineering students, this study investigated two research questions: 1) How does the rapid transition to emergency remote instruction affect FYE students’ learning experiences' and 2) How do students’ learning experiences during the pandemic relate to their motivation (self-efficacy and task value)' Methodology: A multimethod approach is used to investigate students’ experiences on two dimensions: 1) engagement, learning, effort, concentration, interest, and interactions and 2) time management, study settings, and resources, by using ANOVA, regression models, and structural equation modeling (SEM). Results: Students who reported increased value of learning experiences reported higher self-efficacy and task value. Also, the results indicated that international students reported increased learning of new concepts, concentration in the class, interactions with instructors, and higher self-efficacy, while White and Asian students reported higher task value and availability of resources. PubDate:
FRI, 03 FEB 2023 10:02:54 -04 Issue No:Vol. 66, No. 4 (2023)
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Authors:
Ramiro Serra;Cecilia Martinez;Cornelis J. C. Vertegaal;Prem Sundaramoorthy;Mark J. Bentum;
Pages: 339 - 349 Abstract: Contribution: This article describes how a peer learning strategy called student-led tutorials (SLTs) can improve student performance in an electromagnetism course (EM). This study provides empirical evidence on how promoting student active participation in collaborative problem-solving activities improves performance rates. Background: In 2019, an EM bachelor course introduced SLTs as a strategy to improve the 40% passing rates. Before SLTs, students perceived this course as very hard, uninteresting, disengaging, and nonfundamental to their studies. Intended Outcomes: A participatory environment that promotes active learning can deepen understanding of EM through problem discussion and peer collaboration. Application Design: This study uses an action research approach to analyze teaching practices and students performance. Based on this analysis, SLT is implemented and the results are examined. Drawing on professors’ research on engineering education, traditional practice hours were transformed into SLT hours. Passing rates before and after the intervention were compared and correlated with SLT participation. In-depth qualitative interviews with students were conducted to understand how SLT related to their learning process. Findings: Since the intervention, the course passing rates increased 20%. More importantly, the grade distribution changed from a steep double exponential shape to a normal curve suggesting more students are doing better. There is a positive correlation between SLT participation and student performance. Students highly valued SLTs as a teaching strategy because it allowed discussion, enabled keeping up with the course pace, and created a culture of collaboration. Students also valued the mandatory aspect of SLTs, though they mentioned it increased the course workload. PubDate:
WED, 22 FEB 2023 07:51:31 -04 Issue No:Vol. 66, No. 4 (2023)
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Authors:
Emma Riese;Stefan Stenbom;
Pages: 350 - 359 Abstract: Contribution: This study evaluates the generalizability of previously identified perceptions among engineering students of assessments in introductory programming (CS1). The students’ perceptions of their instructors’ and teaching assistants’ (TAs) roles in these assessments are also studied, and differences based on prior programming experience, gender, and course explored. Background: Basic programming skills are desirable also for students who are not majoring in computer science (CS). Students’ experience of assessments has not been fully explored. Research Questions: 1) How do engineering students experience the assessment (lab assignments, midterm exam, and project) in their CS1 courses' 2) What are the students’ perceptions of the TAs and instructors in relation to these assessment situations' 3) What significant differences can be found based on students’ prior experience in programming, gender, and course' Methodology: Previously identified themes from an interview study worked as a framework for the formulation of 25 statements used in a survey among 137 students in six CS1 courses (second part of a mixed-method study). Descriptive statistics, Mann–Whitney U Test, and Kruskal–Wallis tests with Bonferroni corrections, were used to analyze the data. Findings: Laboratory assignments were experienced as an opportunity to learn while the exams were viewed as predictable. The projects were perceived as authentic, although varying in difficulty, and as a huge leap from the lab assignments. Students perceived the instructors to put their touch on the course but viewed their TAs as carrying out the assessments, and experienced variations between TAs. Female students experienced these variations to a larger extent and perceived received feedback as less useful. PubDate:
FRI, 03 FEB 2023 10:02:54 -04 Issue No:Vol. 66, No. 4 (2023)
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:
Daniel López-Fernández;Aldo Gordillo;Jennifer Pérez;Edmundo Tovar;
Pages: 360 - 368 Abstract: Contribution: This article analyzes the learning and motivational impact of teacher-authored educational video games on computer science education and compares its effectiveness in both face-to-face and online (remote) formats. This work presents comparative data and findings obtained from 217 students who played the game in a face-to-face format (control group) and 104 students who played the game in an online format (experimental group). Background: Serious video games have been proven effective at computer science education, however, it is still unknown whether the effectiveness of these games is the same regardless of their format, face-to-face or online. Moreover, the usage of games created through authoring tools has barely been explored. Research Questions: Are teacher-authored educational video games effective in terms of learning and motivation for computer science students' Does the effectiveness of teacher-authored educational video games depend on whether they are used in a face-to-face or online format' Methodology: A quasi-experiment has been conducted by using three instruments (pre-test, post-test, and questionnaire) with the purpose of comparing the effectiveness of game-based learning in face-to-face and online formats. A total of 321 computer science students played a teacher-authored educational video game aimed to learn about software design. Findings: The results reveal that teacher-authored educational video games are highly effective in terms of knowledge acquisition and motivation both in face-to-face and online formats. The results also show that some students’ perceptions were more positive when a face-to-face format was used. PubDate:
THU, 02 MAR 2023 10:02:37 -04 Issue No:Vol. 66, No. 4 (2023)
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Authors:
V. Hayashi;J. Dutra;F. Almeida;R. Arakaki;E. Midorikawa;S. Canovas;P. Cugnasca;W. Ruggiero;
Pages: 369 - 378 Abstract: Contribution: This article describes one approach to foster technical skills (Digital Electronics) and professional skills (critical thinking, problem solving, communication, and collaboration) for Computer Engineering students in a fully remote way. Background: Engineering competencies development requires practical activities. Besides the technical skills, professional skills such as communication are necessary in the workplace. Intended Outcomes: When compared to face-to-face offering, the fully remote course must have no statistically relevant differences in terms of student performance. The course must also support the enhancement of professional skills (e.g., collaboration). Application Design: This study presents a comparison of the face-to-face (one year) and the fully remote (two years) Digital Electronics lab offerings. A course organization framework is proposed with two blocks: 1) controlled experiments and 2) projects in groups of two students. The study investigates how Project-Based Learning and Peer Assessment are perceived by students in the fully remote offering. A total of 110 students participated in the years 2019 (face-to-face), 2020, and 2021 (fully remote). Findings: Students in the second remote course offering (2021) presented a higher performance in their projects than face-to-face students (2019). Besides the student performance and technical skills development, it was observed that problem solving and collaboration, professional skills could be enhanced according to the students’ perceptions. However, the same did not occur for critical thinking or communication professional skills even with the Peer Assessment and project pitches. The main concern is the high workload for students. PubDate:
WED, 22 FEB 2023 07:51:31 -04 Issue No:Vol. 66, No. 4 (2023)
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Authors:
Juan V. Capella;Angel Perles;Juan M. Martínez;Houcine Hassan;
Pages: 379 - 385 Abstract: Background: In technical subjects, the “hands-on” aspect is important because the students cannot assimilate some concepts until they practice with real industrial systems. They need to have the demonstration that what they are performing is real and works in order to create a true mental image of the subject concepts, which translates as an increase in professional skills. Application Design: In this work, it is described a step forward in integrating mobile devices and real physical laboratories in a ubiquitous learning approach. Contribution: The latest experiences with mobile devices showed that it is possible to get near real hands-on by combining specially designed equipment and flexible virtual-scale models running on the mobile device, without requiring physical laboratories or classic remote labs. This approach can be applied to many technical subjects that face the same issues. Findings: Based on the evaluation results, the proposed u-lab architecture provided strong evidence of the benefits achieved. The proposal presents interesting advantages from the economic and professor productivity point of view, obtaining better academic achievements. The resulting platform should facilitate educational activities which use mobile devices. This approach can be applied to many technical subjects that suffer economic restrictions. This opens up new scenarios for mobile-device-based learning without excessive additional costs. PubDate:
TUE, 07 MAR 2023 10:13:24 -04 Issue No:Vol. 66, No. 4 (2023)
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Authors:
Diego Cordero;Silvana Astudillo;Diego Cisneros;
Pages: 386 - 392 Abstract: Contribution: This article analyzes the elements that determine entrepreneurial intention (EI) in electrical and computer engineering students of a private university in Ecuador. Background: There is a lack of studies examining the EIs of university students in electrical engineering and computing sciences, where EI is influenced by elements, such as personal attributes, the student’s social assessment of the characteristics of entrepreneurs, and the perception of professions in society, including business activity. Research Questions: Are personal attributes positively associated with EI' Is the EI of university students influenced by social profession valuation' Is the EI of university students influenced by perceptions of several attributes of the entrepreneur' Methodology: A questionnaire was administered to 570 students to test the model, and a structural equation model from partial least squares (PLS) was used. Findings: The results positively associate personal attributes, in addition to factors, such as gender and family, with EI. On the other hand, the social valuation of the entrepreneur in the profession and the social valuation of the entrepreneurs’ characteristics do not have a relationship with EI. The results suggest promoting the personal attributes of students through entrepreneurship education programs, linking the presence of entrepreneurs in academic activities and the transfer of knowledge from the university to the business sector, thus strengthening the entrepreneurial profile among students and increasing the positive image of entrepreneurs. PubDate:
MON, 20 MAR 2023 10:07:26 -04 Issue No:Vol. 66, No. 4 (2023)
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Authors:
Juebei Chen;Mahmood Ahmed Hasan;Xiangyun Du;Anette Kolmos;
Pages: 393 - 403 Abstract: Contribution: This article illustrates a theoretical model and an analytical tool for understanding the influence of diverse elements of the project-based learning (PBL) environment on engineering identity development in students. Supportive elements in three dimensions that contribute to students’ identities as future engineers are identified to inspire the improvement of future PBL design. Background: Prior research has investigated the components and impact factors of engineering identity, emphasizing the importance of understanding engineering identity development in diverse learning contexts. While a wide range of educational activities has been regarded as contextual factors that influence students’ feelings about becoming engineers, it is still unclear what learning elements from the PBL context could contribute to engineering identity development in students, and limited analytical tools are developed from and tested in the PBL environment. Research Question: What elements of the PBL environment contribute to engineering identity development in students from the students’ perspectives' Methodology: Considering the dimensions of internal motivation (IM), competence beliefs (CBs), and external support (ES), a survey was designed based on prior qualitative studies and conducted at a leading Danish university. The survey’s content validity, construct validity, and reliability were tested using expert review, exploratory factor analysis (EFA), and Cronbach’s alpha. Findings: Supportive PBL elements for engineering identity development in students were reported in the dimensions of IM, CBs, and ES. Among the three dimensions, IM was identified as the most important for allowing students to develop the feeling that they would become engineers in the future. Comparisons between genders, educational levels, and academic subjects verified the different impacts of the three dimensions on engineering identity development. PubDate:
THU, 30 MAR 2023 10:01:47 -04 Issue No:Vol. 66, No. 4 (2023)
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