Engineering Course Research Articles

IMPROVING PERFORMANCE AND RESOURCE EFFICIENCY IN PUBLIC ADMINISTRATION THROUGH TRAINING DATA ANALYSIS: A LEARNING ANALYTICS APPROACH

Learning Analytics (LA) is a field that uses statistical analysis of educational data to improve learning processes' effectiveness, efficiency, and satisfaction. With the improvement of technologies and the increase in distance learning courses, Learning Analytics has grown considerably. This article discusses successful applications in public administration. It had to reorganize itself to continue serving its employees based on a financial need to reduce the number of licenses contracted for an e-learning platform for technological courses. Based on a statistical survey, various problems were identified, such as idleness, excessive workload, courses that needed to be more suited to the position of the job, and the distance between the manager and the needs. With the use of LA, it was possible to plan, distribute, and control the use of contracted rotating licenses more efficiently based on various actions that changed the culture, rules, and way of using them implemented in the company, resulting in more efficient use, improving all the indicators, even with the reduction in licenses.

Research on Teaching Reform of Smoke Control and Exhaust Course under the Background of New Engineering

A large number of fire cases have proven that smoke is the main cause of casualties in fires, with over 80% of victims dying directly or indirectly due to smoke. Scientific and rational design of smoke control systems is crucial for slowing down the spread of fires and ensuring safe evacuation time. At present, the process of smoke exhaust in fire scenes is still the main way of fire rescue utilization, and industries related to smoke exhaust are also one of the main employment areas for undergraduate students majoring in fire engineering. However, traditional smoke exhaust engineering courses have outdated teaching content, teaching methods, and assessment methods, which cannot meet the demand for cultivating technical talents in energy engineering majors under the background of new engineering construction. This study first starts from the characteristics of smoke control engineering courses and the problems existing in teaching. Using advanced online teaching platforms, advanced teaching aids, mature commercial software, and computer programming language design environments, the teaching content of smoke control engineering courses is upgraded and transformed towards modular computing, intelligent design, and other directions. In the context of new engineering disciplines, students' learning interests are enhanced, and their practical, innovative, and comprehensive computing abilities are exercised.

Perceptions of quality, value, and loyalty among agricultural science graduates: an analysis of Zootechnical Engineering in Argentina

ABSTRACT Purpose Universities recognize graduates as co-creators of academic service value, enhancing university-graduate relations. This study aims to analyze graduates’ perceptions of quality, experience, value, and loyalty; and to validate a model of perceived value and university loyalty among Zootechnical Engineering graduates of Argentine Universities. An analysis is conducted of how perceived experience, course quality, and educational experience influence loyalty. Design/Methodology/Approach The research involved a survey of 298 graduates of Zootechnical Engineering degrees of six Argentine universities. Hipothesized relations were tested with Partial Least Squares Structural Equation Modeling (PLS-SEM). Findings The findings indicated that the perceived quality of Zootechnical Engineering courses significantly impacted the perceived value of education, which enhanced graduate loyalty towards the university. Graduates’ experiences, including academic and professional preparation, contributed to their perceptions of value. The results showed that quality and value were significant determinants of loyalty through correlational, rather than deterministic relationships. Practical Implications Our results offer insight into how University administrators can improve educational strategies and foster deeper graduate relationships, by enhancing perceived value and experiences. This can contribute to stronger alumni networks and encourage ongoing engagement with graduates. Theoretical Implications The model of perceived value and loyalty, which contributes to the literature on the co-creation of value in Higher Education, was empirically validated in a specific territorial and disciplinary context. Originality/Value This study of Zootechnical Engineering graduates’ perceptions of their course and their university in South America, an under-researched area, offers a globally applicable framework for understanding how academic and experiential factors influence alumni relations.

How Does Social Support Detected Automatically in Discussion Forums Relate to Online Learning Burnout? The Moderating Role of Students’ Self-Regulated Learning

Engaging students in online discussion forums with social support holds significant potential for preventing and alleviating student burnout. However, the mechanisms by which different types of social support influence learning burnout remain poorly understood. Additionally, existing methods for detecting social support detection are limited in both practical application and theoretical advancement. This study addresses these gaps by developing a robust text classification model for social support and examining its effects on online learning burnout among learners with varying levels of self-regulated learning. We first developed a robust natural language processing model based on bidirectional encoder representations from transformers - bidirectional long short-term memory (BERT-Bi-LSTM) framework, trained on 11226 manually labeled posts from various course forums. This model was then applied to classify forum posts from an educational technology course over one semester. Multiple regression analysis revealed that informational support was negatively associated with two dimensions of learning burnout: emotional exhaustion and improper behavior, and emotional support was negatively correlated with emotional exhaustion and a low sense of achievement. Moreover, a moderating effect analysis indicated that self-regulated learning moderated the negative associations between informational support and improper behavior, as well as between emotional support and emotional exhaustion, with stronger effects observed among learners with lower self-regulated learning. These findings contribute to advancing automated content analysis of social support and provide actionable insights for mitigating student burnout through targeted social support.

Exploring Variations in STEM Instructors' Approaches to Office Hours.

Office hours are an integral component of science, technology, engineering, and math (STEM) courses at nearly all colleges and universities. Despite their ubiquity as a support mechanism, there has only been limited work examining how instructors approach office hours and what shapes these approaches. Here, we conduct a phenomenographic study to investigate how instructors of STEM courses experience office hours and how these experiences may impact their approaches to promoting and managing office hours. We identified variations in how instructors promoted office hours, the modality of office hours (i.e., when and where office hours were held), and how instructors facilitated learning during office hours. These variations spanned from student-centric (strategies instructors use with students' interest in mind, e.g., wanting to increase student learning, accessibility, comfort, etc.) to instructor-centric (strategies the instructors use with their own self-interest in mind, e.g., saving time and/or bandwidth, personal needs, comfort, etc.). Additionally, we identify several challenges and barriers, including a lack of formal training or opportunities to discuss office hour approaches with other faculty, and conclude with general recommendations for instructors and administrators in STEM departments for engaging and supporting students during office hours.

Evaluation of middle school 5th and 6th grade information technologies and software course curriculum within the framework of Demirel s analytical curriculum evaluation model

The aim of this study is to evaluate the 5th and 6th grade information technologies and software curriculum within the framework of Demirel's analytical curriculum evaluation model. The research is a qualitative descriptive study. The data of the study were obtained by examining the “middle school 5th and 6th grade information technologies and software course curriculum”, which was updated by the Ministry of National Education (MONE) in 2018, through document analysis. The findings were determined by analyzing the research data with descriptive analysis method in accordance with qualitative research. While determining the findings of the research, the program evaluation scale was used in the context of Demirel's analytical program evaluation model. The program evaluation scale consists of context, objectives, content, process and evaluation criteria. In addition to these criteria, it was discussed whether the program meets the needs and expectations of the society, the interests and needs of the students, the innovations in information and technology, and whether the achievements in the program cover the skills and core values in the program. As a result of the study, through the evaluation of the Information Technologies and Software course curriculum within the framework of DAPDEM, the strengths of the curriculum and the parts that need to be developed were revealed. It is thought that these findings will guide future curriculum development studies.

The development of website-based encyclopedia media on laboratory equipment material for laboratory engineering courses

The importance of mastering laboratory equipment for Biology Education students encourages the development of a website-based encyclopedia as an interactive and easily accessible learning resource. This study aims to determine the characteristics of the media, the level of validity, and the level of practicality of the website-based encyclopedia on the material of introduction to laboratory equipment as support for laboratory engineering courses in the Biology Education Study Program, UIN Alauddin Makassar. The study was a research and development (R&D) based on the ADDIE development model, which included five steps: analyze, design, develop, implement, and evaluate. The results showed that the website-based encyclopedia media on laboratory equipment introduction material for the laboratory engineering course in the Biology Education Study Program UIN Alauddin Makassar has first-rate characteristics with an average expert validator rating of 100%. The media has a validity level of 3.66 means a very valid category. The media's level of practicality, as assessed by both students and lecturers, fell into the very high criteria, with a rating of 3.57 from students and 3.62 from lecturers. Therefore, the website-based encyclopedia media for introducing laboratory equipment is suitable and recommended for integration into the learning process.

PROTÓTIPO DE LUVA ELETRÔNICA PARA AVALIAÇÃO DE COORDENAÇÃO MOTORA FINA EM IDOSOS

According to Meinel (1984), fine motor coordination can be defined as: "a particularly small movement activity that requires the use of minimal force but great precision or speed. Then, in partnership with the Control and Automation Engineering course of the Federal Institute of Rondônia (IFRO), a prototype of electronic glove was developed, associated with gametherapy inspired by the game "Guitar Hero". The prototype consists of: a box of lights (leds), of various colors, that will light up under the command of the physiotherapist and should be reproduced by the patient/ volunteer of the research. The glove achieved its objective of being a didactic resource in the evaluation of fine motor coordination of institutionalized elderly at Lar Leal in Porto Velho. The research was authorized by CEP under opinion number: 7.024.081. The present research seeks to promote the stimulation of fine motor coordination and cognitive in the study population.

Building bridges to engineering interest: Connections between student perceptions of instructor actions and interest in engineering classes

AbstractBackgroundDevelopment of subject‐matter interest can motivate long‐term learning. Prior research indicates that what instructors do in learning environments and how students feel about their relationship to instructors influence students' learning via the motivational mechanism of interest. This study's research into instructor actions in online learning contexts and in student perceptions of relatedness and interest was inspired by the 21st century transition to online instruction accelerated by COVID‐19.Purpose/Hypothesis(es)This study sought to determine links between student‐perceived teaching presence and immediacy behaviors, perceptions of relatedness to the instructor, and course subject interest. We hypothesized that student interest develops from instructor actions mediated by perceptions of relatedness to the instructor.Design/MethodMultiple methods were used to investigate associations between instructor actions in college‐level engineering courses taught synchronously online and students' perceptions of relatedness to instructor and interest. Qualitative interviews with engineering instructors corroborated use of teaching presence and immediacy behaviors as constructs to describe online instructional actions. Quantitative surveys were administered to undergraduate students (n = 141) enrolled in synchronous, online engineering classes. Qualitative interviews with 10 students supplemented survey findings.ResultsPath modeling and regression models of results indicated that students' perceptions of teaching presence online, but not immediacy behaviors, were predictive of relatedness to instructor and situational interest in course content. Qualitative data corroborated the survey findings by giving voice to students' lived experience.ConclusionsSynthesis of results suggests strategies that could develop teaching presence and enhance student perceptions of relatedness to instructors online, ultimately enhancing interest in engineering.

Using Adaptive Content Recommendations to Improve Logic and Programming Teaching and Learning

The high dropout rate in Information Technologies courses is a relevant problem in many countries, mainly because of the increasing demand for professionals in this sector. Usually, high dropout rates in these courses are related to difficulties in algorithms and programming subjects. Content recommendation systems are proposed to mitigate this problem, employing adaptive learning environments that facilitate the learning process. This study presents a content recommendation system that uses learning paths to group students and provide personalized recommendations based on peers' progress. The work follows the many efforts of group-based recommendation systems reported in the literature. The system uses intelligent agents and clustering algorithms to implement the recommendation system and was evaluated by submitting the simulation results to the judgment of human experts who significantly agreed with them. This initiative could make programming teaching more adaptive, using the groups' knowledge. Facilitating learning is one of the key issues to reduce dropout rates and resolve the shortage of labor in the technological area in Portuguese-speaking countries.

Could ChatGPT get an engineering degree? Evaluating higher education vulnerability to AI assistants

AI assistants, such as ChatGPT, are being increasingly used by students in higher education institutions. While these tools provide opportunities for improved teaching and education, they also pose significant challenges for assessment and learning outcomes. We conceptualize these challenges through the lens of vulnerability, the potential for university assessments and learning outcomes to be impacted by student use of generative AI. We investigate the potential scale of this vulnerability by measuring the degree to which AI assistants can complete assessment questions in standard university-level Science, Technology, Engineering, and Mathematics (STEM) courses. Specifically, we compile a dataset of textual assessment questions from 50 courses at the École polytechnique fédérale de Lausanne (EPFL) and evaluate whether two AI assistants, GPT-3.5 and GPT-4 can adequately answer these questions. We use eight prompting strategies to produce responses and find that GPT-4 answers an average of 65.8% of questions correctly, and can even produce the correct answer across at least one prompting strategy for 85.1% of questions. When grouping courses in our dataset by degree program, these systems already pass the nonproject assessments of large numbers of core courses in various degree programs, posing risks to higher education accreditation that will be amplified as these models improve. Our results call for revising program-level assessment design in higher education in light of advances in generative AI.

Applying Liljedahl’s Thinking Classrooms in a Higher Education Digital Technology Course

Applying Liljedahl’s Thinking Classrooms in a Higher Education Digital Technology Course

Teaching the “10 Rs” of circular economy in technological-level undergraduate courses offered in Brazil: an exploratory analysis via fuzzy TOPSIS class

Purpose This study aims to provide an analysis of teaching the “10 Rs” – Refuse, Rethink, Reduce, Reuse, Repair, Remodel, Remanufacture, Reuse, Recycle and Recover energy, in technological-level undergraduate courses offered in Brazil. Technological undergraduate courses are more dynamic and pragmatic than bachelor’s degrees and aim to meet market demand. Design/methodology/approach The study collected data from 39 educators who know the reality of technological-level undergraduate courses in Brazil. The data were analyzed using the fuzzy technique for order preference by similarity to ideal solution class technique. Findings The main findings of the research show potential for improvement in teaching all the “Rs” analyzed when considering technological-level undergraduate courses. Refuse, Restore and Recover energy are the most critical when considering how they should be taught in undergraduate technology courses in Brazil. Originality/value The paper’s originality lies in a unique empirical analysis of the circular economy – which is increasingly emerging as an intriguing approach to seeking sustainability in production chains – and the new generation of professionals in technological undergraduate courses who need to be educated and aligned with these concepts. The results can improve the curriculum, syllabus, course objectives and learning outcomes, upgrading the courses’ pedagogical projects.

Construction and application research of intelligent classroom teaching system based on TPACK level of normal students in Chinese colleges and universities

Technical Pedagogical Content Knowledge (TPACK) encompasses teachers’ understanding of the intricate interplay among technology, pedagogy, and subject matter expertise, serving as the essential knowledge base for integrating technology into subject-specific instruction. Over the decade, advancements in information technology have led to the consistent application of the TPACK framework within studies on instructional technology and technology-enhanced learning, significantly advancing the evolution of contemporary teacher education in technology integration. In this paper, we utilize the Teaching and Learning Knowledge of Subjects Based on Integrated Technology (TPACK) framework to administer a questionnaire survey to teacher trainees at Chinese colleges and universities. This survey aims to evaluate the current status of their integrated technology-based subject teaching and learning knowledge. Based on the research findings, we propose strategies aimed at enhancing the educational technology integration knowledge of students pursuing integrated technology courses in colleges and universities. Furthermore, we integrate the smart classroom setting to develop a comprehensive TPACK-integrated model teaching framework. Our final objective is to offer valuable references for the progress of modern teaching skills among education students in higher education institutions.

Alternating Donor-Acceptor Ladder-Type Heteroarene for Efficient Photothermal Conversion via Boosting Non-Radiative Decay.

The development of novel ladder-type conjugated molecules is crucial for advancing supramolecular chemistry and material science. In this study, we report a straightforward synthesis of new alternating donor-acceptor (D-A) ladder-type heteroarene, FCDTDPP, and demonstrate its application as photothermal agent for imaging and cancer therapy. FCDTDPP is constructed by vinylene bridge between cyclopentadithiophene (D) and diketopyrrolopyrrole (A) through intramolecular Friedel-Crafts type reaction. FCDTDPP exhibits unique combination of good molecular planarity, efficient intra/inter-molecular mixed D-A interactions, and local aromaticity. These features collectively contribute to its broad and intense absorptions with narrow bandgap in red band of the spectra, coupled with multiple vibrational absorption feature, thereby enhancing non-radiative decay process and resulting in efficient photothermal conversion property. FCDTDPP and its nanoparticles (NPs) exhibit superior photothermal conversion performance and stability under 660 nm laser irradiation. Moreover, in vitro studies reveal that FCDTDPP NPs possess excellent biocompatibility, low cytotoxicity, and robust photothermal therapeutic efficacy, a finding further corroborated by preliminary in vivo experiments in tumor-bearing mice. This work charts a novel course for the molecular engineering of organic photothermal conversion systems, propelling relevant research forward.

Alternating Donor‐Acceptor Ladder‐Type Heteroarene for Efficient Photothermal Conversion via Boosting Non‐Radiative Decay

The development of novel ladder‐type conjugated molecules is crucial for advancing supramolecular chemistry and material science. In this study, we report a straightforward synthesis of new alternating donor‐acceptor (D‐A) ladder‐type heteroarene, FCDTDPP, and demonstrate its application as photothermal agent for imaging and cancer therapy. FCDTDPP is constructed by vinylene bridge between cyclopentadithiophene (D) and diketopyrrolopyrrole (A) through intramolecular Friedel‐Crafts type reaction. FCDTDPP exhibits unique combination of good molecular planarity, efficient intra/inter‐molecular mixed D‐A interactions, and local aromaticity. These features collectively contribute to its broad and intense absorptions with narrow bandgap in red band of the spectra, coupled with multiple vibrational absorption feature, thereby enhancing non‐radiative decay process and resulting in efficient photothermal conversion property. FCDTDPP and its nanoparticles (NPs) exhibit superior photothermal conversion performance and stability under 660 nm laser irradiation. Moreover, in vitro studies reveal that FCDTDPP NPs possess excellent biocompatibility, low cytotoxicity, and robust photothermal therapeutic efficacy, a finding further corroborated by preliminary in vivo experiments in tumor‐bearing mice. This work charts a novel course for the molecular engineering of organic photothermal conversion systems, propelling relevant research forward.

Probabilistic Linguistic TODIM Method with Probabilistic Linguistic Entropy Weight and Hamming Distance for Teaching Reform Plan Evaluation

In the context of the construction of new liberal arts, the integration and intersection of disciplines have become a new trend in the development of higher education. How to promote the teaching reform of big data technology and application courses in the new liberal arts construction scenario has become an important issue in enhancing students’ digital talent literacy and social adaptability. In this study, an extended probabilistic linguistic TODIM (an acronym in Portuguese for interactive multi-criteria decision making) with probabilistic linguistic entropy weight and Hamming distance is presented for teaching reform plan evaluation for the core course “big data technology and applications” in the digital economy major. Firstly, probabilistic linguistic entropy weight, based on the entropy of the additive linguistic term set, is applied to generate weight information. Secondly, parameter sensitivity analysis is carried out to prove the stabilization and effectiveness of the extended TODIM approach. Thirdly, this extended approach can integrate the psychological factors and cognitive behaviors of decision-makers for effectively responding to education management in the new liberal arts construction scenario. Finally, a case study on teaching reform plan evaluation is carried out, and a comparative analysis with different criteria weights and different methods is conducted to verify the extended approach. The results indicate that the extended approach can provide an effective technical tool for scientific decision-making, especially in the teaching reform plan evaluation scenario in order to promote high-quality development of education.

Enhancing academic outcomes through industry collaboration: our experience with integrating real-world projects into engineering courses

This research investigates the integration of industry projects and mentorship into academic curricula, aiming to enhance student learning and professional readiness. By incorporating real-world projects and pairing students with industry mentors, this approach seeks to provide a unique blend of theoretical knowledge and practical application. Utilizing a mixed-methods research design, the study captures both quantitative and qualitative data to assess the educational outcomes of this innovative model. Quantitative metrics include final grades, attendance rates, participation rates, placement rates, project grades, and professional skills ratings, while qualitative feedback is gathered from students, mentors, and faculty. The study is set against the backdrop of two courses that have been redesigned to include elements of industry collaboration. The findings are expected to shed light on the effectiveness of this approach in preparing students for the demands of the modern workforce, offering insights into how industry mentorship and project-based learning can enhance academic curricula and better equip students for their future careers.

Enhancing Automated Peer Code Reviews in Software Engineering Education with Context-Aware Generative AI

This study investigates the enhancement of peer code reviews in software engineering education through the integration of Generative Artificial Intelligence (GenAI) with contextual awareness. Previous implementations of GenAI, such as ChatGPT, lacked detailed context about the educational content and assessment goals, limiting their effectiveness. Our work-in-progress research addresses this gap by providing GenAI with additional static and dynamic contextual information, including project overviews, pull-request descriptions, and comments. In a controlled study involving 26 students from a 12-week software engineering course, we compared the efficacy of the original GenAI system with a context-enhanced version. Results demonstrated that the context-aware GenAI provided more accurate and useful feedback, as perceived by the students. These findings suggest that incorporating contextual information improves the quality of automated peer reviews, offering a promising tool for educators to enhance student learning and engagement in code review activities.

Examining the Support of Students in e-Learning Context: e-Tutors’ Perspectives

Student support received some attention from e-learning institutions but with some caution in the extent of empirical studies where -tutors’ perceptions were explored. The premise of this research paper is to contribute to an understanding of how support is understood from the e-tutors’ perspectives. It also aims to suggest new and alternative support mechanisms for the e-tutors. Six e-tutors were participants in the Design Thinking and Technology course modules for honours students at a distance learning institution. A quantitative approach and web questionnaires were used to collect the data and were analyzed and visualized through pie charts to represent the data. The findings reveal a significant gap in the e-tutors' ability to effectively support students based on the constructs that were developed. This highlights a critical area for improvement in the training and resources provided to e-tutors to enhance the efficacy of online education.