Engineering Education Research Research Articles

Predicting global energy demand for the next decade: A time-series model using nonlinear autoregressive neural networks

Energy demand forecasting has been an indispensable research target for academics, which has led to creative solutions for energy utilities in terms of power system design, control, and planning. The usefulness of energy demand forecasting is confined to the power engineering industry but globally exceeds such outcomes to contribute to the environment and health sectors. Despite the large number of research projects published on this topic, the challenge of energy demand forecasting still exists, especially with the developments in modeling concepts via artificial intelligence, which motivates more attractive solutions for the variables involved in energy demand forecasting. Mathematical correlation or extrapolation-like methods cannot be effective in all situations; however, when a time series neural network is presented, most statistical, empirical, and theoretical problems can be easily handled. This paper presents a simple and easy-to-understand method for the next decade of energy demand forecasting based on a nonlinear autoregressive (NAR) neural network. From its time series past values, NAR structurally is an optimal predictor for a future variable. A publicly available data set for global energy consumption has been used to construct the network model with sufficiently accurate results. The evidence has appeared in precisely following the exponential trend of energy consumption as well as the regressions for training, testing, and validation, which ensures the model's robustness and avoids getting involved in overfitting. The proposed model concepts and results can be easily used in undergraduate engineering education, training graduates, and future research.

Call for Papers: A Special Issue of the Journal of Pre-College Engineering Education Research on ‘‘Provocations’’

Call for Papers: A Special Issue of the Journal of Pre-College Engineering Education Research on ‘‘Provocations’’

Causal reasoning with causal graphs in educational technology research

AbstractResearchers tasked with understanding the effects of educational technology innovations face the challenge of providing evidence of causality. Given the complexities of studying learning in authentic contexts interwoven with technological affordances, conducting tightly-controlled randomized experiments is not always feasible nor desirable. Today, a set of tools is available that can help researchers reason about cause-and-effect, irrespective of the particular research design or approach. This theoretical paper introduces such a tool, a simple graphical formalism that can be used to reason about potential sources of bias. We further explain how causal graphs differ from structural equation models and highlight the value of explicit causal inference. The final section shows how causal graphs can be used in several stages of the research process, whether researchers plan to conduct observational or experimental research.

More than knowing: toward collective, critical, and ecological approaches in educational technology research

More than knowing: toward collective, critical, and ecological approaches in educational technology research

Journal of Pre-College Engineering Education Research (J-PEER) Annual Report from January 1, 2022, to December 31, 2022

Journal of Pre-College Engineering Education Research (J-PEER) Annual Report from January 1, 2022, to December 31, 2022

Barriers to technology integration in the A-level history classroom in Northern Ireland

Technology has the potential to enhance learning; however, generic technocentric strategies in schools have exacerbated barriers to technology integration in the classroom. Teachers are key to successful technology integration in schools. Factors such as subject culture and pedagogy will affect teachers’ willingness and ability to adopt technology in the classroom, yet subject-specific studies tend to focus on STEM subjects at the expense of the humanities. This mixed-methods study investigates technology use by teachers and pupils in the A-level history classroom in Northern Ireland, through the lens of Ertmer, P. 1999. “Addressing First- and Second-Order Barriers to Change: Strategies for Technology Integration.” Educational Technology Research and Development 47 (4): 47–61 classification of barriers. A number of impediments to effective technology use in the classroom were identified and strategies to minimise these barriers are recommended.

Person‐centered analyses in quantitative studies about broadening participation for Black engineering and computer science students

AbstractBackgroundThere have been calls to shift how engineering education researchers investigate the experiences of engineering students from racially minoritized groups. These conversations have primarily involved qualitative researchers, but an echo of equal magnitude from quantitative inquiry has been largely absent.PurposeThis paper examines the data analysis practices used in quantitative engineering education research related to broadening participation. We highlight practical issues and promising practices focused on “racial difference” during analysis.Scope/MethodWe conducted a systematic literature review of methods employed by quantitative studies related to Black students participating in engineering and computer science at the undergraduate level. Person‐centered analyses and variable‐centered analyses, coined by Jack Block, were used as our categorization framework, backdropped with the principles of QuantCrit.ResultsForty‐nine studies qualified for review. Although each article involved some variable‐centered analysis, we found strategies authors used that aligned and did not align with person‐centered analyses, including forming groups based on participant attitudes and using race as a variable, respectively. We highlight person‐centered approaches as a tangible step for authors to engage meaningfully with QuantCrit in their data analysis decision‐making.ConclusionsOur findings highlight four areas of consideration for advancing quantitative data analysis in engineering education: operationalizing race and racism, sample sizes and data binning, claims with race as a variable, and promoting descriptive studies. We contend that engaging in deeper thought with these four areas in quantitative inquiry can help researchers engage with the difficult choices inherent to quantitative analyses.

Missed opportunities in mixed methods EdTech research? Visual joint display development as an analytical strategy for achieving integration in mixed methods studies.

Mixed methods research is becoming more prevalent in educational technology due to its potential for addressing complex educational problems by integrating qualitative and quantitative data and findings. At the same time, a growing chorus of researchers laments the quality and rigor of research in this field. Mixed methods studies which demonstrate explicit integration in educational technology research are scarce, and even fewer apply integration strategies recommended in the literature, such as visual joint displays. Failure to address the challenge of comprehensive integration may result in missed opportunities for deeper insights. To address this methodological problem, the purpose of this paper is to shed light on the procedures, opportunities, and practical challenges associated with mixed methods integration through the use of visual joint displays as an analytical tool for data interpretation and reporting in these types of designs. Using an exploratory sequential mixed methods multiple case study design as an illustrative example, we will (1) provide step-by-step guidance on how to develop a visual joint display to conduct an integrated analysis in a complex mixed methods design; (2) demonstrate how to use a display of this type to integrate meta-inferences previously generated through a series of interconnected joint displays; and (3) illustrate the benefits of integrating at the literature review, theoretical, analysis, interpretation, and reporting levels in mixed methods studies. This methodological article aims to advance knowledge in educational technology research by addressing the integration challenge in mixed methods studies and assisting researchers in this field in achieving comprehensive integration at multiple levels.

How transparent are quantitative studies in contemporary technology education research? Instrument development and analysis

How transparent are quantitative studies in contemporary technology education research? Instrument development and analysis

Lacking time: A case study of student and faculty perceptions of academic workload in the COVID‐19 pandemic

AbstractBackgroundTo avoid the spread of COVID‐19, most engineering programs rapidly shifted to emergency online education, and prior research has associated online education with academic overload. Before the pandemic, engineering curricula were already packed with content and course assignments, so more studies should explore how the unprecedented conditions of remote learning affected the intensive academic workload of engineering programs.Purpose/HypothesisThis study addresses the following research question: How did the COVID‐19 pandemic affect the perceptions of engineering instructors and students regarding their academic workload? Thus, the main research objective is to explore the influence of COVID‐19 on the perceived academic workload, extrapolating lessons learned for engineering education settings.Design/MethodDuring 2020, we developed a single‐case study to understand academic workload in 22 engineering majors at a large Latin American university. We triangulated different sources of institutional and research‐focused evidence, including two instructor surveys (n = 110), two student surveys (n = 2218), two student focus groups (n = 18), and workload measurement surveys (n = 3131).ResultsBoth instructors and students experienced academic overload since the outbreak of the COVID‐19 pandemic. Throughout the first year, instructors became capable of accommodating course activities and assignments to students' particular circumstances. Regardless of these efforts, students continue perceiving academic overload, particularly affecting those who experience connectivity issues or frequent problems with their personal computer or tablet.ConclusionsFurther efforts are needed to support course planning and self‐regulated learning in engineering education. In these lines, lessons learned were captured and shared to inform engineering education research and practice beyond the COVID‐19 pandemic.

What next for Universal Design for Learning? A systematic literature review of technology in UDL implementations at second level

AbstractIn the last two decades, there has been a global movement towards pedagogies that create more inclusive school environments in order to meet the needs of diverse learners. One such approach is Universal Design for Learning (UDL), which foregrounds the design of flexible and accessible learning experiences for all, regardless of learner characteristics. Technology is a key enabler in this. To date, much of the research on UDL has focused on its impact in higher education, with less evidence available on the use of UDL within second‐level education. This systematic literature review of n = 15 empirical studies selected from a wide‐ranging search that returned an initial result of n = 1253 explores how the affordances of digital technology have been harnessed for UDL enactment at second level. The findings show that, to date, empirical research at second level has focused mostly on the easy wins within the UDL principle of Representation, where educators offer choice about how learners access content. However, there is a clear gap in UDL research on the use of technologies to support the Engagement and Action & Expression principles of UDL, supporting student self‐regulation and self‐assessment, and on technology‐mediated communication and collaboration. The paper highlights the potential for future cross‐pollination of research in educational technology with UDL. Practitioner NotesWhat is already known about this topic Universal Design for Learning has been extensively researched in higher education and special education contexts but much less so at K‐12, in particular at second level. Technology offers many affordances that can provide choice and variation in the learning process, which can be harnessed in a UDL approach. The transformative potential of technology in educational contexts was not fully realised pre‐COVID. The COVID pandemic saw an acceleration in technology adoption for learning, but it remains to be seen whether technology is being deployed to complement or transform existing practices. What this paper adds This paper clearly identifies which affordances of technology are commonly deployed in UDL implementations, particularly noting the provision of choice through multi‐media options for Representation and expression. There is a clear gap in UDL research on the use of technologies to support self‐regulation and self‐assessment, (eg, peer, teacher and automated feedback tools) and on technology‐mediated communication and collaboration. The UDL literature does not address the potential negative impacts of technology within the learning context or the short‐lived nature of positive impacts (novelty effect). Implications for practice and/or policy While technology affords great opportunities for choice and Engagement, the design of the learning experience must take priority, availing of technology as needed. There are great opportunities for cross‐pollination of research at the forefront of educational technology and universal design to address any gaps in technology use in UDL implementations.

Irreplicability in methodology: embracing the historical contingencies of educational technology research during the 2020–2021 United States school year

ABSTRACT The claim that research should prioritize qualities of replicability is foundational to scientific knowledge production. At the same time, replication is not an algorithm but instead based on a disciplinary community’s values and norms. With this understanding, we reflect on how varying degrees of replicability and irreplicability are always co-constituted in research projects through historically situated relationships between humans, methods, and technologies. We explore our own research collaborations and choices during the 2020–2021 US school year – defined by the COVID-19 pandemic and emergency remote teaching – to recast irreplicability not as a mark of pseudo-science but instead as an inherent part of studying teaching and learning during emergency conditions. We argue that explicit attention to irreplicability can not only be generative in research design but can help researchers think about themselves as historical actors who are accountable to the particularities and contingencies of the conditions in which they work.

Conducting Quantitative Research Study: A Step-by-Step Process

Abstract: In the recent past, engineering education research (EER) is gaining increasing acceptance and recognition globally. Specifically, EER is growing in India over the last decade. As EER is nascent in India, there is a need to understand the different research methods in EER such that appropriate methods are chosen while conducting EER-related activities. EER involves three methods: quantitative, qualitative, and mixed research methods. The purpose of this paper is to document in detail all the steps followed by specific examples in quantitative research methods when conducting EER. Quantitative research is a systematic investigation of a research topic under consideration by collecting quantifiable data and performing mathematical and statistical manipulations on the collected data to produce findings that add to the existing body of literature. In quantitative research studies, data is collected by sending out online polls, questionnaires, surveys, etc. Quantitative research methods are used to fundamentally quantify different aspects in research-related activities such as attitudes, beliefs, behaviours, opinions, etc. of the samples under study to provide meaningful conclusions with noteworthy implications. The different steps used in a quantitative research study typically include (1) focusing on your interests and finalizing the research topic, (2) framing research questions to be investigated, (3) conducting a thorough literature review, (4) choosing/creating an appropriate framework to guide the study (5) designing the research, (6) selecting the research site and research participants, (7) collecting data by sending out surveys, (8) analysing the collected data, (9) documenting important findings, and (10) publishing results. Quantitative research offers various advantages including reaching a higher sample size, quick data collection, the generalizability of the findings, etc. This paper will be of help to novice engineering education researchers as they can use this paper as a process document to guide themselves when conducting quantitative research projects. Keywords: engineering education research, novice researchers, quantitative research, statistical analysis, survey design

Developing a system for assessing engineering students’ transferable skills: evidence for the content validity and replicability of the scales

ABSTRACT Past research has shown that assessments of engineering students’ transferable skills have not been properly investigated or incorporated into the practices of higher education institutions. This study addressed this gap by proposing a System for Assessing Engineering Students’ Transferable Skills (SACTEE, in Portuguese), which includes scales for assessment by self, peers, and teachers. The study also sought to provide evidence of the scale’s content validity, internal consistency, and replicability. A total of 147 students, 23 professors, and 8 representatives of the academic management staff participated on the study to assure the scales’ content validity and internal consistency. Two confirmatory focus groups with 15 representatives from public and private HEIs in Brazil analysed the usefulness and replicability of the system. The results demonstrated the preliminary psychometric quality of the instruments and the replicability of the SACTEE, thus contributing to engineering education research field and to assessing and developing studentś transferable skills.

Bibliometric Visualization of Literature on Information and Communications Technology (ICT) in Education

Information and communication technology (ICT) in education, also known as education technology, is an important component of SDG 4's goal of improving educational quality. This Bibliometric study examines research patterns over time using the term "education technology." Three research questions are prioritised: (1) What is the current publication trend in EduTech? (2) What are the most popular themes among EduTech scholars? (3) What is the current citation pattern of EduTech publications? The methodology of this study uses bibliometric analysis with quantitative approach (document trend statistics) in the data scopus.com database for the years 1946 to 2022. The study's findings showed the number of publications on this education technology has increased since 2005, and this trend is expected to continue, with a recent notable theme being a focus on methodology studies, particularly in the field of health education. Furthermore, the most cited document was an article about activity design by Koehler et al., (2005), and the most cited author was Jonathan Michael Spector. Apart from Europe, Asian countries such as Malaysia and China are currently conducting more EduTech research. The implications of this study provide a positive outlook on the future of multiple educational technology research projects. Global pressures such as the pandemic and the need for IR4 are having an impact on the explosion of educational technology in society, government, industry, the environment, and academia. Keywords: ICT, education technology, EduTech, bibliometric studies, VOSviewer.

Exploring the use of futures, values, systems, and strategic thinking among engineering education research collaborators

AbstractBackgroundMultiple reports call for new ways of thinking to address challenges facing engineering education in the coming decades. Adopting these approaches first requires identifying and understanding existing ways of thinking among those engaging in engineering education research.Purpose/HypothesisThis study is motivated by the recently published Framework for Applying Ways of Thinking in Engineering Education Research (FAWTEER). The purpose is to determine if and how the four ways of thinking proposed under FAWTEER—futures, values, systems, and strategic—are practiced by engineering education research collaborators.Design/MethodSeven engineer‐social scientist collaborator pairs across heterogeneous research projects were interviewed in dyads. Data were analyzed using an inductive coding approach that was informed by the framework and literature.ResultsEmergent findings provided evidence of collaborators' use of futures, values, systems, and strategic thinking, but the interpretations and relevance of a particular way of thinking varied depending on the project context. Proposal calls, organizational structures and policies, intentionality, and culture were identified as determinants that could foster or hinder the implementation of different ways of thinking.ConclusionsWays of thinking may be taken for granted or partly ignored in research practices despite their potential influence on innovation. This study highlights how futures, values, systems, and strategic thinking are enacted in engineering education research and suggests the need to further explore connections between ways of thinking and cultures that exist at the departmental, institutional, and disciplinary levels.

MAPPING CURRENT TRENDS OF EFL TEACHING AND LEARNING RESEARCH PRACTICES IN INDONESIA

To date, there have been very few studies that map the major research trends in English as a Foreign Language (EFL) contexts, such as those in Indonesia. To address that gap and to benefit undergraduate and graduate students, EFL researchers, or practitioners looking for a current research topic and theories to frame their studies, this paper reviews the past research studies (n=53) published in four Indonesian national journals to explore Indonesia’s EFL research trends in 2020, including research topics, theoretical frameworks, and research methods. The journals were selected because of their focus and scope related to English language teaching and education as well as their rank in Sinta 1 and Sinta 2 (two of the highest levels out of six Sinta levels) of the Indonesian web-based research information system. Based on a holistic review of the articles checked by the peer-debriefing strategy to ensure the review’s credibility, the analysis results show that the previous studies mainly explore English teaching strategy and education technology research areas and use fairly old theories as their theoretical framework. As for the research method, most of the studies use a qualitative research method, take place in university settings, and involve university students as their research subjects. The meanings of the analysis results, teaching implications for a research class, and directions for further research are presented.

Design as the basis for integrated STEM education: A philosophical framework

STEM—science, technology, engineering, and mathematics—has become important as an educational construct and phenomenon in recent years. However, it is only just recently that STEM education has begun to be examined from a philosophical point of view. There is therefore a need for further investigation of its philosophical basis, particularly in relation to integrated STEM education (iSTEM). Recent conceptual and empirical studies emphasize the crucial role of design in achieving successful STEM integration, and design thinking has also lately gained traction in such integration. The aim of this study is to investigate an integrated philosophy of STEM education, based on the methodological backbone of design. The research methodology consisted of a critical review of the literature regarding the philosophy of STEM (education), science, technology, engineering, mathematics, and STEM education research, related to the current issues of integrating the various STEM subjects. We thus base the philosophical framework on philosophy and studies from/on the STEM subjects in education. It is concluded that from a methodological point of view, design holds promising affordances for unifying the STEM subjects through “pure STEM problems”. Design as part of, for instance, particular engineering design projects may consequently require the “design” of applicable scientific experiments as well as mathematics expressions and formulae specifically when engaging in technological modeling.

Multidimensional Characteristics of Design-Based Engineering Learning: A Grounded Theory Study

Design-based engineering learning is an important learning model in the field of engineering education research, and also an important embodiment of sustainable development engineering education. At present, the research is still in the stage of conceptual discussion, and its connotation has not been effectively clarified. In order to construct a theoretical model of design-based engineering learning, this study adopted grounded theory to carry out exploratory research. First, we selected the advanced class of engineering education in Chu Kochen Honors College of Zhejiang University as a follow-up case, conducted interviews with front-line teachers and students, and collected relevant data; second, we adopted the three-level coding technology of open coding-axis coding-selective coding and used NVivo software to extract concept categories from open codes, and established the connection between categories through the axis coding; and finally, multidimensional ideas were developed through core categories, including design practice, interactive reflection, knowledge integration, and circular iteration. The multidimensional conception of design-based engineering learning constructed in this study aims to provide theoretical support for promoting engineering education research. At the same time, it puts forward some useful suggestions on the training of engineering talents for sustainable development in practice.

Invisible borders in educational technology research? A comparative analysis

Educational research is reflective of the nature and structure of national and regional education systems and their historical evolution. Educational technology research, as an area within educational research, reflects this case particularly prominently. Although individual countries and regions have varying research traditions, the publication of research in English as the scientific lingua franca can lead to missing nuances in terminology, which is often not reflected upon. Despite this, the exploration of research from different countries can still uncover diverse topical clusters. This study aims to identify the research topics in educational technology research in three countries (Germany, Spain and the United Kingdom), each with their own research traditions, through the terms used. To this end, a bibliometric analysis of 3034 article abstracts and keywords from 29 English-language Web of Science journals in the field of education and educational research was conducted, with a focus on educational technology. In addition, the quantitative findings are comparatively analysed by considering the corresponding cultural clusters. Main findings include diverse research foci in the three countries, also showing that distinct research traditions are still present, despite using English as lingua franca. Therefore, research articles written in English by non-English authors often do not reflect the same meanings in each country, despite using the same words. The conclusions reflect upon the need to establish ways of understanding the traditions behind those research articles and build collaborative systems to illustrate nuances in this research.