Engineering Course Research Articles

The Role of AI Technology in Digital Media Technology Course Teaching

With the rapid development of Internet technology and the widespread use of smart terminals, we have entered the Internet era. The continuous innovation of artificial intelligence (AI) technology has enriched people's work and life and has changed how people receive information. Unlike traditional media such as newspapers, magazines, and television, digital media provides a more efficient way to access information. In the 21st-century knowledge economy, digital media has become a core industry. Under such circumstances, universities across the country have successively introduced related courses, with the Digital Media Technology program being one of the most representative. Due to the diverse fields and wide application range of digital media technology, its social functions have been fully demonstrated during its development. Therefore, integrating AI technology into the teaching of digital media technology courses can help adjust teaching goals, optimize teaching methods, and gradually enhance students' initiative. This paper aims to explore the specific application of AI technology in digital media technology course teaching to provide useful references for educators.

Investigative and collaborative experimental activities using simple purification of curcuminoids by column chromatography

This work describes the use of turmeric in the teaching concepts and laboratory techniques of organic chemistry to students in introductory classes of licentiate, bachelor’s and industrial chemistry courses, as well as to pharmacy and chemical engineering students at Universidade Federal Fluminense, in Niterói/RJ/Brazil. Considering investigative and collaborative activities and Vygotsky theory, the discussed concepts were everyday natural products, green chemistry, purification and separation of organic substances, molecular interactions, organic compound extraction techniques, and thin-layer and column chromatography. The activities were applied for four 3-hour classes for 31 students in 7 introductory organic chemistry laboratory classes for Chemistry and for 43 students in 4 experimental organic chemistry classes for Pharmacy and Chemical Engineering courses, in the years 2022–23. The teaching-learning process methodology involved 4 moments/classes: a) discussions about organic chemistry; b) discontinuous extraction of turmeric and thin-layer chromatography; c) column chromatography; and d) discussions about results and the learning process. After the sequence of classes, it was possible to observe the students’ motivation with the ease of separating curcuminoids and the understanding of the relationship between theoretical concepts and practice, as well as the understanding of the importance of low waste production.

Study on the Teaching Reform of Translation Technology in the Context of New Liberal Arts

At present, the world is in a period of great change and development. Driven by emerging technologies such as artificial intelligence, big data, and the Internet of Things, the translation technology requirements for translation talents are higher. The study of translation technology has become the core curriculum of translation major, which has a profound impact on translation education under the background of the construction of new liberal arts. Guided by the new requirements of the development of language service industry, this paper discusses in detail the teaching mode of the core course of translation technology under the background of the new liberal arts from the aspects of the dilemma of translation curriculum, the principles of the design of translation technology curriculum, course content, teaching methods and course assessment. This paper explores how to reform the translation technology curriculum and realize the innovative development of education and teaching.

Synergizing Systems Thinking and Technology-Enhanced Learning for Sustainable Education Using the Flow Theory Framework

In an era where digital technologies are integral to daily life and sustainable education is increasingly critical, developing higher-order thinking skills with appropriate information and communication technology (ICT) support is crucial for achieving Sustainable Development Goals (SDGs). The purpose of this study was to examine synergies of systems thinking and technology-enhanced learning from the perspective of flow theory within the context of sustainable education. We surveyed more than 65 pre-service preschool teachers engaged in a design, technology, and engineering (DTE) course at the University of Ljubljana. Mapping of systems thinking revealed that pre-service preschool teachers needed support regarding feedback and understanding the interrelationship dimension of systems thinking—essential components of sustainable education. Predictive and mediation analyses yielded noteworthy results. Participants in the ICT-enhanced DTE course rated their cognitive and social engagement above the mid-point of the scale, with this higher engagement correlating with higher systems thinking crucial for sustainable education. In contrast, their aesthetic engagement was below the mid-point of the scale. Experiencing a flow state during ICT activities positively influenced systems thinking, particularly in terms of clear goals and autotelic experiences. Flow theory thus emerges as a solid and appropriate framework to use for studying synergies in technology-enhanced systems thinking for sustainable education. These findings underscore the importance of integrating systems thinking into curricula to enhance learning outcomes and prepare students for future challenges, thereby contributing to the achievement of SDGs through sustainable education.

Construction of the Curriculum System of Software Engineering Based on the Agile Development Method

Under the background of “new engineering” construction, software engineering teaching pays more attention to cultivating students’ engineering practice and innovation ability. In view of the inconsistency between development and demand design, team division of labor, difficult measurement of individual contribution, single assessment method, and other problems in traditional practice teaching, this paper proposes that under the guidance of agile development methods, software engineering courses should adopt Scrum framework to organize course project practice, use agile collaboration platform to implement individual work, follow up experiment progress, and ensure effective project advancement. The statistical data of curriculum “diversity” assessment show that there is an obvious improvement effect on students’ software engineering ability and quality.

Research on Teaching Reform of Landscape Engineering Course based on the Concept of CDIO

With the advancement of new engineering construction, it is urgent to explore the teaching reform of professional courses in the cultivation of landscape architecture professionals in combination with industry needs. In order to solve the problems existing in the current Landscape Engineering course, such as traditional teaching methods, insufficient student interest, lack of practical links, and the disconnection between teaching content and industry demand. This study discusses the teaching reform of the Landscape Engineering course based on the CDIO (Conceive-Design-Implement-Operate) concept, aiming at solving the problems mentioned. Through the integration of CDIO mode, the core competencies that students should have are defined, including environmental landscape design and planning, innovative thinking, project management, and so on. The research emphasizes project-driven learning, interdisciplinary knowledge integration, and practical skill training, and puts forward strategies such as teacher training and professional development support to ensure the implementation of the reform. The purpose of the reform was to improve students’ professional ability and employment competitiveness, promote the improvement of education quality and the sustainable development of the industry, and exert a positive impact on landscape engineering education and industry progress.

The effectiveness of 3d printing technology course on attitudes of occupational therapy students-a controlled study

There is interest in three-dimensional (3D) printing technology, but views on the integration of these technologies into business and education vary. It is crucial to determine how the introduction of new technologies will impact the attitudes of occupational therapy undergraduate students. Hence, the purpose of this study is to examine the effect of using this technology in the assistive technology (AT) lesson on the attitudes and acceptance of technology among students. This study was designed as a non-randomized controlled pretest and posttest control group study. The intervention group consisted of second-year undergraduate students (n = 50) enrolled in a compulsory “AT course,” while the control group consisted of third-year undergraduate students (n = 41) who had completed the AT course in the previous academic year. The intervention involved participants attending a 3D printing course in combination with an 8-week AT course. A Modified Technology Acceptance Model (M-TAM) questionnaire was used to assess students’ acceptance of 3D printing technology. The related study observed that experiencing and practicing new technologies, such as 3D printing and modeling course in the intervention group AT lesson effectively increased the acceptability of these new technologies that students encountered. The pre-post test analysis of the intervention group was statistically significant in all categories of the M-TAM questionnaire (p < 0.05). Compared to the control group, the effect size was small and moderate in all categories (p < 0.05). This course has increased student acceptance of this technology. Future studies should examine the long-term effects of such courses on student attitudes.

Navigating complex riskscapes: the Koudiet Eddraouch GIS substation project in Sub-Saharan Africa

Learning outcomes Risk identification and qualitative assessment are the learning outcomes. Case overview/synopsis The Bharat Bijlee Construction Limited (BBCL) was one of the largest construction companies operating in the power sector in India. After successfully completing a few projects in the Middle East, BBCL decided to expand its presence into African region. The BBCL was awarded a $85m contract for three sub-station projects to modernise Algeria’s power grid system by the “Shariket Karhaba Koudiet Eddraouch Spa”, a state-owned company in charge of power generation, transmission and distribution in Algeria. The project, which is the first of BBCL in Saharan region in Algeria’s, presents many unique situations that company had never encountered before, including sand dunes, severe weather, remote locations, supply chain &amp; logistics, strict contractual deadlines and a high level of construction risk. The project manager for BBCL was sceptic about how well his company would perform under the present project circumstances. How could he better align himself with the client, the various on-site local contractors and the numerous suppliers spread around the world? The case emphasises the identification of various project risks that the project manager might encounter in the project. What do the PESTLE and ASCE frameworks for risk identification each represent, and how are they helpful for the project team in understanding various risks? How should the project’s qualitative risk assessment be conducted? And how can a heat map be a better tool for comprehending the criticality of each risk in the project? Complexity academic level Undergraduate and post graduate courses in project management, civil engineering and architecture domain. Supplementary material Teaching notes are available for educators only. Subject code CSS 2: Built Environment.

The Effect of Project-Based Stem Education Approach on Academic Achievement and Stem Career Interests in Science

The aim of this study is to determine the effect of the project-based STEM learning method prepared in accordance with the Science and Technology course curriculum on academic achievement and STEM Career Interest levels. Pre-test post-test control group experimental design was used in the study. In this context, the sample of the study consisted of 52 (n=26 experimental and n=27 control) volunteer 6th grade students studying in two different branches at Karatay Secondary School in Karatay district of Konya province in the second semester of 2021-2022 academic year. A placement test was administered in order to determine the branches in which the study would be conducted. According to the results of the exam, volunteer students studying in the closest level branches were included in the study. The students in the experimental group were taught according to the project-based STEM learning method prepared according to the outcomes of the Support and Motion System, Force and Motion, Sound Insulation, Thermal Insulation units for 64 lesson hours. The students in the control group were taught the above-mentioned units by the same instructor according to the existing program for 64 class hours. Both experimental and control group students were administered the skills-based academic achievement and STEM Career Interest Scale prepared by the Ministry of National Education as pre-test and post-test. The data obtained from the pre-test and post-test applications were evaluated in SPSS 26.0 package program. In the statistical analysis, it was found that there was a statistically significant difference between the students in the experimental and control groups in favor of the students in the experimental group (p&lt;0.05). According to the findings obtained from the statistical analysis, it was concluded that the project-based STEM teaching method in science education increased the level of academic achievement and interest in STEM professions. Based on this result, it is predicted that students' academic achievement levels can increase with the more frequent use of project-based STEM learning method in science education by teachers

Aerodynamics learning based on the development of an simplified conceptual glider design and flight testing

This study explores numerically and experimentally the conceptual design of a glider aircraft, focusing on achieving stable and efficient flight. The purpose of the work was the applied learning of aerodynamics for an undergraduate course in aerospace engineering. After research, simulations, and theoretical analyses, the project progressed to the practical stage, involving the construction and flight testing of the aircraft. This research included the identification of possible airfoils, consideration of Reynolds number limits and detailed analyses in XFLR5. Methods such as the Lifting Line Theorem and the Vortex Lattice Method were studied and applied in the project development.This approach underlines the study’s education aim - to demonstrate the practical application of theoretical knowledge. In summary, the design process, emphasizing the key milestones and challenges encountered during the manufacturing phase and the outcomes of the flight tests are discussed in detail. The project enabled the simulation and validation of aerodynamic concepts through construction, yielding flight results that were consistent with previous numerical predictions. This demonstrates that the proposed educational approach significantly enhances the practical application of theoretical knowledge in aerodynamics.

Bioscience Students in Physics Courses with Higher Test Anxiety Have Lower Grades on High-Stakes Assessments and Women Report More Test Anxiety than Men

Test anxiety is beginning to be recognized as a significant factor affecting student performance in science, technology, engineering, and mathematics (STEM) courses, potentially contributing to gender inequity within these fields. Additionally, the management of test anxiety can improve self-efficacy, which is a construct that has been well studied in the physics context. In this study, we investigated the relationship between self-efficacy, test anxiety, and gender differences in performance in a two-semester-long introductory physics course sequence for bioscience students in which women outnumber men. Using validated survey data and grade information from students in a two-semester introductory physics course sequence, we compared the predictive power of self-efficacy and test anxiety on female and male students’ performance on both low- and high-stakes assessments. We found that there were gender differences disadvantaging women in self-efficacy and test anxiety in both Physics 1 and Physics 2, as well as gender differences in high-stakes outcomes in Physics 1. There were no gender differences in low-stakes assessment scores. We also found that self-efficacy and test anxiety predicted high-stakes (but not low-stakes) assessment outcomes in both Physics 1 and Physics 2. Comparison of these findings with prior studies involving physical science and engineering students shows that although women outnumber men in physics courses for bioscience students and the career goals of bioscience students are very different from the earlier researched group, most of the negative trends hold even for this new population. Thus, these findings, in a new context involving bioscience students in physics courses, are very important because they reinforce the systemic nature of women being affected more adversely by anxiety in high-stakes assessments, which is a threat to creating equitable and inclusive learning environments. An important implication is that course instructors should carefully consider how high-stakes and low-stakes assessments are used to determine grades and how to create an overall equitable, inclusive, and low-anxiety learning environment.

Pilot Study: Engineering Students Use Generative AI to support the development of playful educational technology

This qualitative pilot study provides an example of how generative Artificial Intelligences (GenAI) can be applied in an engineering course focused on the development of playful educational technology. In this context, playful educational technology refers to games or game-like applications designed for educational purposes. We explore various applications of GenAI in creative design processes such as brainstorming, acting as a collaborative partner in design, facilitating image and sound creation, and aiding in the resolution of coding challenges. By examining examples from 36 engineering students' semester-long projects, we highlight the potential and drawbacks of GenAI as an extra teammate in enhancing the design process for developing educational game-based learning experiences. Key findings from the study include: The students opted to use a GenAI as a teammate, whose input required validation. They employed GenAI in areas where they found it effective and where no major ethical issues were involved. It was also surprising to observe the wide variety of AI tools the students incorporated.

Gamification Powered by a Large Language Model to Enhance Flipped Classroom Learning in Undergraduate Computer Science

The flipped classroom in computer science has become a popular pedagogy where students complete preparatory reading and videos before class, leaving class time for hands-on practice. In theory, students come to class predisposed with knowledge to complete programming tasks, quizzes, and homework assignments. However, if students do not complete or do not fully understand the preparatory material, those students will not be equipped for class and may also be embarrassed to ask questions during class. In this study, we created a gamified quiz that is powered by a Large Language Model (LLM) that loads in questions from the flipped content transcripts. The game offers students a fun assessment after completing the flipped content that will both motivate them and prepare them for class. The game also provides an anonymous way for students to ask questions as they progress through the game content. Those questions can then be analysed by the instructor and reviewed in class. The study compares in-class quiz scores of a control group versus a group that had access to the gamified quiz in an undergraduate software engineering course over three consecutive course modules. The results obtained from both quantitative and qualitative data are promising, showing an increase in student in-class quiz scores along with positive student engagement with the gamified quiz. Students also reported that the game made them more comfortable with asking questions. Future work would extend this research to more students and over a longer period. The LLM and gamification also have much potential, where games can be created dynamically and be customized and personalized for each student's needs. This work shows an exciting gap in research that could lead to gamified experiences for students in the flipped model that are both relevant and personalized with the use of a LLM, offering the students the greatest chance for success.

Renewing Systems Analysis: The Impact of Game-Based Learning on Repeating Students

Systems Analysis and Design, a second-year subject offered over two semesters, is experienced as challenging. The subject is offered at a South African university and form part of several baccalaureus courses, of which the BSc. Information Technology course is the most prominent. Several reasons contribute to the situation where a substantial percentage of students struggle to pass the first of two modules; the extensive theoretical concepts covered, the necessity to understand their implementation, and the ability to apply the theory in real-life scenarios simulated in a learning context. To address this issue, the class was split, to afford repeating students inverted learning with a gaming focus. The selection of games was aiming to suit the type of learning that were expected to take place. In support, students competed in their project groups. Students new to the module were taught as per the status quo. The mixed method enquiry of this changed setting focused on the group of repeating students. Quantitative data extracted focused on the success of students as repeaters, and their evaluation of the module compared to newcomer students. Qualitative data was gathered using interviews with purposively selected participants who passed the first semester as a repeating student and improved much based on the difference in participation marks, before and after the intervention. Qualitative data analysis focused on identifying codes to allow the categorization of responses into categories to elucidate the value of this endeavour. The participants on which reporting of this paper focuses, formed part of a larger study with a wider perspective. In this paper the focus is on the impressions of the individual regarding this experience. The intervention reported on occurred over a four-year period and was concluded six years ago. This allowed participants to complete their studies and start a career. Results show that the intervention did have a substantial impact on the progress of these students’ studies and helped them to overcome study and work-related obstacles. The approach to this game-based may guide future lecturers experiencing similar challenges.

Systematic integration of a rubric in first-year engineering calculus courses

ABSTRACT For many first-year engineering students, their first calculus or pre-calculus courses can be a substantial barrier for initial success and persistence to subsequent engineering courses. One approach that may mitigate this challenge for some students is to support their development as stronger metacognitive learners – learning how to self-evaluate and improve based on informed feedback. A structured mathematical problem-solving rubric designed to offer feedback on how to develop and communicate mathematical solutions to engineering problems can be a helpful tool to support metacognitive development. After a semester of careful and systematic instruction, practice, and use of such a rubric in engineering calculus courses, we found significant improvement in pre-calculus students' metacognitive awareness. A median split analysis showed that for both calculus and pre-calculus courses, the lower metacognitive half of each class improved significantly in their metacognitive abilities, as was the intent for the rubric. Students reported an overwhelmingly positive perception of the value of the rubric for their own learning, and the subset of calculus I students who improved in their sophistication of rubric use had significantly higher (12.5%) final exam scores compared to those who did not improve.

Knowledge-Based Flipped Classroom Model to Improve Physics Learning Outcomes

Abstract The goal of studying physics is to produce individuals who can use their knowledge and comprehension to tackle complicated challenges in daily life. This is partly influenced by the absence of practical work in the laboratory. Therefore, a learning model is needed that can overcome this problem. This journal presents a model for implementing a Knowledge-Based Flipped Classroom approach in the context of physics education. Traditional classroom settings often rely on passive consumption of information, limiting student engagement and depth of understanding. In contrast, the flipped classroom model emphasizes active learning, where students engage with the course material before class begins, allowing in-class time for deeper exploration, discussion, and application of concepts. This research uses a mixed-methods research methodology, to evaluate the effectiveness of the Knowledge-Based Flipped Classroom model in physics teaching. This paper proposes a structured framework for designing flipped physics classrooms, integrating multimedia resources, interactive activities, and collaborative learning experiences. Using this strategy, instructors can improve student learning outcomes by developing critical thinking, problem-solving abilities, and conceptual knowledge. The adoption of the Knowledge Based Flipped Classroom paradigm has been proven to improve learning outcomes in Sensor Technology courses, according to the study’s findings. It is advised that this learning approach be applied in Sensor Technology courses as an alternative to traditional instruction.

Rapid foresight: Information technologies in Physics lessons

Abstract This research, conducted as part of the curriculum in the discipline of Modern Learning Technologies, explores strategies for improving the training of future teachers in response to the dynamic educational landscape. The discipline is an integral component of the educational program designed for students aspiring to become educators. A total of 12 students participated in the study, engaging in a collaborative and iterative process to identify key areas for enhancement in teacher training. The rapid evolution of learning technologies necessitates a proactive approach in preparing future teachers for the challenges and opportunities in the educational landscape. In this study, students enrolled in the educational program for prospective teachers played an active role in the research process. The objective was to leverage the insights and perspectives of these students to identify areas for improvement in teacher training. Twelve students participating in the study were enrolled in the Modern Learning Technologies course. This cohort engaged in a rapid foresight approach, involving activities such as focus group discussions, brainstorming sessions, and collaborative workshops. The methodology aimed to gather diverse opinions on emerging trends in education and technology and to envision potential future scenarios. The findings of the study highlighted key trends in modern learning technologies, including advancements in educational technology, shifts in learning preferences, and evolving classroom dynamics. Students actively contributed to scenario-building exercises, providing valuable input into the skills and competencies they deemed essential for future teachers. The assessment of current teacher training programs revealed areas where adjustments and enhancements were deemed necessary. The active involvement of students in the research process proved to be instrumental in gaining firsthand insights into the needs and expectations of future educators. Collaborative workshops facilitated a co-creation of strategies for improving teacher training programs, ensuring that the enhancements were aligned with the dynamic nature of the educational environment. This research, conducted within the framework of the Modern Learning Technologies course, emphasizes the significance of involving students in the foresight process for enhancing teacher training. The collaborative and iterative nature of the approach ensures that the strategies developed are responsive to the evolving trends and needs in education. As the educational landscape continues to evolve, incorporating student perspectives into teacher training becomes imperative for fostering effective and adaptive educators.

Using the Buana Online Course web-based mobile application to improve English for specific purpose engineering courses

This study investigates the effectiveness of the Buana Online Course (BOC) web-based mobile application in enhancing English for specific purposes (ESP) skills among engineering students and explores their perceptions of the course's effectiveness in improving their language proficiency and comprehension of technical texts. The BOC is a learning management system developed by Universitas Buana Perjuangan Karawang Indonesia, and the study involved 49 industrial engineering students from the university. A quantitative research design was employed, with data collected via questionnaires and analyzed descriptively to assess the responses. The findings indicate that the BOC is effective in teaching ESP, with a 49% improvement in reading skills, a 38.80% improvement in writing skills, a 38.80% improvement in communication skills, a 40.80% improvement in applying language skills in an engineering context, and a 38.80% improvement in communication skills. A total of 40.80% of the students showed that the BOC learning management system could be one of the learning media that increases understanding of the cross-cultural aspects among engineering students. The implications of this study suggest that online courses and web-based applications can play a significant role in facilitating ESP learning in engineering contexts and provides valuable insights for educators and institutions aiming to enhance language education through technological integration.

Building a Conceptual Model of Independent Studio Production in Undergraduate Music Technology Courses Through Authentic Assessment

Building a Conceptual Model of Independent Studio Production in Undergraduate Music Technology Courses Through Authentic Assessment

THE EFFECTIVENESS OF TASK-BASED LEARNING MODULE (TBL) IN ENHANCING MASTERY OF GOOD MANUFACTURING PRACTICE (GMP) IN PHARMACEUTICAL ENGINEERING COURSES FOR CHINESE VOCATIONAL COLLEGES

The issuance of the guidelines for the modernization of vocational education in China by 2025 along with the “Opinions on Promoting the High-quality Development of Modern Vocational Education” highlights the importance of transforming the existing teaching methods and models along with improving the instructional methodologies of vocational education. Despite being a necessary course for pharmaceutical engineering professionals at colleges and universities, the Good Manufacturing Practice (GMP) course struggles to employ an updated teaching technique that is in congruence with contemporary developments. Therefore, this study aims to explore the impact of Task-Based Learning (TBL) on enhancing students' grades, interests, and proficiency in the GMP course. This study has taken into consideration the individual competence and ability of the students along with exploring the challenges faced by teachers in conducting TBL in enhancing mastery of GMP in pharmaceutical engineering courses for Chinese vocational colleges. For an in-depth analysis of this study, a total of 91 students who pursue bachelor degrees in China are selected to conduct the survey. Furthermore, a total of 4 teachers from two classes are selected for the interview, who have minimum 5 years of experience in GMP vocational courses. The results of this study highlight that TBL is significant in enhancing the ability and academic performance of the students. It has been identified that TBL teaching methods can be beneficial for teachers to increase the effectiveness of the instructional methods in vocational courses. However, it has also been identified that the skills of the teachers to stimulate critical thinking among the students are also an important aspect of TBL. The study is conducive to the integration of theoretical perspectives which elaborates on the significance of the study in terms of GMP in pharmaceutical engineering courses in the context of China.