Engineering Education Research Articles

Assessing cognitive flexibility in adaptive learning technologies for special education

This study used quantitative methods to examine the correlation between adaptive learning technology and cognitive flexibility in kids receiving special education. The study included a cohort of 120 kids, ages 8–12, who were diagnosed with particular learning difficulties, ADHD, or autism spectrum disorder. Cognitive flexibility was evaluated using the Wisconsin Card Sorting Test (WCST), while the utilization of adaptive learning technologies was quantified using self–report questionnaires. The data was analyzed using several statistical methods, such as independent samples t-tests, regression, Pearson correlation coefficients, ANOVA, and ANCOVA. The findings revealed a noteworthy and favorable correlation between the utilization of adaptive technology and the scores of cognitive flexibilities. This correlation remained significant even after accounting for demographic characteristics. Moreover, it was shown that the diagnostic status had a moderating effect on the correlation between the utilization of adaptive technology and cognitive flexibility. The results emphasize the capacity of adaptive learning technologies to improve cognitive flexibility abilities in kids with special needs, offering significant knowledge for educators, legislators, and technology developers.

The Effect of Virtual Reality Technology in Table Tennis Teaching: A Multi-Center Controlled Study.

This study investigated the effectiveness of virtual reality (VR) technology in table tennis education compared to traditional training methods. A 12-week randomized controlled trial was conducted with 120 participants divided equally between VR and traditional training groups. Performance metrics, learning motivation, and satisfaction were assessed at regular intervals. Results demonstrated significant advantages of VR training, with the VR group showing superior improvements in serve accuracy (23.5% vs. 15.8%, p < 0.001), rally endurance (an increase of 8.2 vs. 5.7 shots, p < 0.01), and overall skill scores (18.7 vs. 13.2 points improvement, p < 0.001). The VR group also exhibited higher increases in learning motivation (23.5% vs. 12.8%, p < 0.001) and satisfaction (31.5% vs. 18.7%, p < 0.001). Subgroup analysis revealed particular benefits for novice players and younger participants. These findings suggest that VR technology offers a promising approach to enhance table tennis education, potentially revolutionizing sports training methodologies. Future research should focus on long-term skill retention and the optimization of VR training protocols.

Outcome-Based Use of Simulation in Agricultural Sciences: A Systematic Literature Review

Technology is increasingly being integrated into classrooms worldwide to enhance learning outcomes, and simulation technologies are becoming more popular to create realistic scenarios in controlled academic settings. However, simulation studies in agricultural education have been limited, making it difficult to assess the impact of simulation technologies on student learning. To address this literature gap, a systematic literature review of 17 articles was conducted to examine the use of simulation technology in agricultural education. The analysis revealed that simulation technologies were most used in agricultural science sub-disciplines that involve experimentation and practical application. Most studies focused on undergraduates and utilized quantitative research methods, with virtual and augmented reality being the most commonly employed types of simulation. Positive effects of simulation on learning outcomes were reported in most studies, including improved academic achievement, psychological factors such as anxiety, and tracking students’ progress. However, the technology's time-consuming nature and potential for uncomfortable physical conditions like cybersickness were identified as demerits. More rigorous standards were recommended to improve reporting procedures in agricultural education studies with simulation technologies.

Smartphone Light Sensors as an Innovative Tool for Solar Irradiance Measurements.

In recent years, the teaching of experimental science and engineering has been revolutionized by the integration of smartphone sensors, which are widely used by a large portion of the population. Concurrently, interest in solar energy has surged. This raises the important question of how smartphone sensors can be harnessed to incorporate solar energy studies into undergraduate education. We provide comprehensive guidelines for using smartphone sensors in various conditions, along with detailed instructions on how to calibrate them with widely accessible clear-sky satellite data. This smartphone-based method is also compared with professional reference measurements to ensure consistency. This experiment can be easily conducted with most smartphones, basic materials, and a clear, open location over a few hours (methods). The findings demonstrate that smartphones, combined with simple resources, can accurately measure solar irradiance and support experiments on solar radiation physics, atmospheric interactions, and variations in solar energy across locations, cloud cover, and time scales. This approach provides a practical and accessible tool for studying solar energy, offering an innovative and engaging method for measuring solar resources.

The impact of different conversational generative AI chatbots on EFL learners: An analysis of willingness to communicate, foreign language speaking anxiety, and self-perceived communicative competence

Based on the Interaction Hypothesis, the study investigates the impact of different conversational Generative Artificial Intelligence (GenAI) chatbots on English as a Foreign Language (EFL) learners’ willingness to communicate (WTC), foreign language speaking anxiety (FLSA), self-perceived communicative competence (SPCC) and speaking performance. Three groups of Chinese undergraduate students were recruited: a control group (CG, N = 33) and two experimental groups (EG1, N = 33; EG2, N = 33). The CG interacted with the teacher and classmates during the speaking class. In contrast, EG1 interacted with a text- and voice-based conversational GenAI chatbot called Typebot, while EG2 engaged with a conversational GenAI chatbot that featured both text and voice interaction along with human-like avatars named D-ID Agent. Quantitative analysis using multilevel modelling revealed that EG2 showed significant improvements in WTC and SPCC and a notable reduction in FLSA levels compared to CG. However, the pre- and post-speaking test results showed no significant differences in speaking performance across the groups. Qualitative data from semi-structured interviews supported these findings, highlighting the immersive learning experience and emotional support provided by the human-like avatars. These results suggest that visually embodied GenAI chatbots can effectively enhance the emotional experience during the language learning. The study provides practical insights for language educators on integrating GenAI technologies in language teaching, emphasising the benefits of human-like avatars in fostering a more engaging and supportive learning environment.

Developing TPACK through task design: exploring the use of multiple modes of representation and the promotion of mathematical processes

ABSTRACT This research considers the need to train teachers who can effectively integrate technology for teaching and learning mathematics. The primary goal of this research is to showcase a successful training experience by identifying and describing some indicators of the technological pedagogical content knowledge acquired by pre-service early childhood education teachers during their participation in this initial training programme. Specifically, we focus on the different ways of representing mathematical concepts and the mathematical processes that can be activated by including such modes of representation. The participants in this research were 28 PECTs, who were organised into groups that planned a set of tasks using technology to teach geometric concepts. The results show that the groups employed a variety of modes of representation, translations and transformations (connections), fostering the emergence of different mathematical processes. Thus, our proposal to integrate technology was satisfactory in this sense, suggesting its potential applicability across diverse subjects, particularly those in which the ways of representing concepts play a relevant role. Also, the analysis conducted may be extrapolated to subjects others than mathematics.

Inverter Practical Module Design for Power Electronics Course in Electrical Engineering Education Study Program

Inverter material is one of the essential materials in power electronics courses. An inverter is an electronic device that converts direct current (DC) into alternating current (AC). This concept is the foundation of electronics. Because the power electronics course is a practicum course, a practicum module is required as an intermediary teaching medium; this practical module discusses 3-phase inverter material, which uses the pulse width modulation (PWM) and sinusoidal pulse width modulation inverter (SPWM) switching methods. Through Tinkercad software, the circuit is assembled, and the output wave results from the two methods used are seen in designing the 3-phase inverter practical module using the Research and Development method. This research uses media and material validation sheet instruments to determine the feasibility of the 3-phase inverter practicum module. The research results showed that the percentage of media experts was 94%, material experts were 81%, and language experts were 84%. Hence, the 3-phase inverter practicum module is very suitable for use and can make it easier for students to understand inverters. Thus, developing a 3-phase inverter practicum module can effectively increase students' understanding of inverter material and interest in learning. It can also be an alternative for lecturers in teaching.

Wolfram alpha and maple as educational technology for future teachers of mathematics

The paper’s purpose is to present technology-enhanced activities with triangular, square, and other polygonal numbers arranged in basic geometric shapes – equilateral and isosceles triangles and squares. The author’s review of recently published mathematics education papers found no use of computing technology in teaching polygonal numbers either at the college or the pre-college levels worldwide. This omission served as a motivation to share and discuss computational algorithms designed by the author for the summation of such numbers within each geometric structure. A method through which those algorithms were used with teacher candidates is based on the technology-immune/technology-enabled problem-solving pedagogy. This method can be recommended for the modern-day teaching of elementary number theory and other mathematical topics across multiple grade levels and educational programs. The activities, supported by Wolfram Alpha and Maple, can be used by instructors of technology-motivated mathematics teacher education courses. The paper argues that the power of digital tools allows future teachers of mathematics, in the context of elementary number theory, to appreciate the use of simple algorithms in achieving sophisticated computational outcomes. Reflective comments of teacher candidates (the author’s students) are shared to indicate the importance of the history of mathematics and the focus on mathematical visualization as a pedagogical approach aimed at conceptual understanding of the subject matter.

Active Methodologies Applied in Higher Technological Education

Active Methodologies Applied in Higher Technological Education

예비기술교사의 기술교과 교육과정 개념 형성과 변화: C대학 강좌를 중심으로

Objectives This study aims to identify the process of pre-service technology teachers' understanding of the cur-riculum through the formation and change of pre-service technology teachers' conceptions of the technology curriculum. Methods A total of 94 pre-service technology teachers taking the ‘Technology Curriculum’ course were surveyed to collect their conceptions of the technology curriculum before and after the course. The number of pre-service technology teachers studied was 48 in 2022 and 46 in 2023. The collected concepts were analyzed for frequency, centrality, clustering groups, structural hole, and ego network analysis using semantic network analysis. Results Before taking the course, pre-service technology teachers recognized the concept of achieving ‘educational goals’ as the main concept. In addition, it was possible to apply curriculum-related contents after the class, and changes in concepts occurred in curriculum-related specialized contents. In addition, it was possible to apply cur-riculum-related contents after the class, and changes in concepts occurred in curriculum-related specialized contents. In addition, it was possible to confirm that concepts were expanded and differentiated in terms of curric-ulum design and operation from the perspective of technical subjects teachers after the class. Conclusions Through this study, the concept of curriculum was materialized, and it can be used as a basis for fu-ture curriculum revision through changes to a cohesive conceptual structure and influence relationships with major curriculum variables.

درجة استخدام مصادر التعلم الرقمية في تحسين التعلم الذاتي لدى طلبة قسم وسائل وتكنولوجيا التعليم بكلية الشرق العربي للدراسات العليا

The study aimed to determine the degree of using digital learning resources to improve self-learning among students of the Department of Educational Media and Technology at the Arab East College for Graduate Studies. The study employed the descriptive survey method, by applying a questionnaire to a simple random sample consisting of (43) male and female students from the Department of Educational Media and Technology at the Arab East College for Graduate Studies. The study's objectives focused on answering the following questions: What is the degree of using digital learning resources in the courses of the Department of Educational Media and Technology at the Arab East College for Graduate Studies? What is the level of self-learning among students of the Department of Educational Media and Technology at the Arab East College for Graduate Studies? What is the degree of using digital learning resources in improving self-learning among students of the Department of Educational Media and Technology at the Arab East College for Graduate Studies? The study results showed that the degree of using digital learning resources in the courses of the Department of Educational Media and Technology at the Arab East College for Graduate Studies was high, and the level of self-learning among students of the Department of Educational Media and Technology at the Arab East College for Graduate Studies was high as well. Moreover, the degree of using digital learning resources in improving self-learning among students of the Department of Educational Media and Technology at the Arab East College for Graduate Studies was very high. The research project concluded with a set of recommendations and research proposals that had an impact on enhancing the results reached by the research project and were expected to be a source of benefit in the field of specialization according to the topics addressed by the research project and related to digital learning resources, self-learning, and scientific research.

The role of virtual reality in improving the quality of professional training of natural science teachers

The use of information technologies, in particular virtual reality (VR), is becoming a topical issue in the professional training of natural science teachers. The study aims to assess the effectiveness of a professional development program that utilizes virtual reality as an educational tool to enhance the quality of training for natural science teachers. The obtained results testify to the positive impact of the VR use on various aspects of teachers’ professional training. The study found that the attitude towards technology improved significantly after the VR introduction (from 65% to 72%). The percentage of positive responses regarding the feasibility of using STEM (Science, Technology, Engineering and Mathematics) technologies in education increased by 25%. Student feedback emphasizes the importance of integrating new technologies into STEM education. Further research should examine the training needs of STEM teachers in different educational contexts, explore effective technology integration strategies, and assess their impact on student outcomes.

Research of Modern Technology in Education and ICT Effects on Learning Environment

Research of Modern Technology in Education and ICT Effects on Learning Environment

An Exploration of the Ability of AI to Assist College English Writing Teaching

The paper is an exploratory paper on AI-assisted college English writing teaching, which mainly discusses the problems of traditional college English writing teaching as well as the potential and practical strategies of AI technology in teaching.

UGDYMAS, ATEITIES ŽMOGUS, DIRBTINIS INTELEKTAS: KELETAS APMĄSTYMŲ

It is fair to say that educating the human being of the future is a highly complex and multifaceted issue, which needs to take into account the ever more rapid changes in society, technology, the economy and so on. It is important that children have the abilities and skills to adapt to a world in which many familiar norms, rules, professions and so on may change or simply disappear. Of course, there are different educational systems, forms, models, etc. But the fundamental questions remain the same: how to understand? How to combine? How to predict? What is even more obvious is that we are at a crossroads. On the one hand, education using the model of the past (which has already happened) is known, understood and quite effective. It is quite another thing when it comes to education for the future (which is likely to happen). There are many unknowns here. But the mission of educators remains the same - to broaden the way we see and understand the world. To survive in a polarised, ever-changing world. It is also clear that the informatisation of society (the information boom) is not only bringing about fundamental changes in the field of communication, but is also leading to profound changes in culture - the balance of cultures is being upset. The "lower" (mass) culture is beginning to dominate over the "upper" (elite) culture. This is undoubtedly manifested in education. A legitimate question is whether the concepts of deconstructivism and postmodernism will really determine the future of education. There is an apparent paradox. The abundance of different technologies (including educational technologies) provides virtually unlimited opportunities for education/learning, but at the same time creates a disconnect from the desire for knowledge, curiosity, exploration. Because, after all, there is the almighty internet and the AI. While the AI liberates people from routine and/or routine operations, how to make meaningful and effective use of this opportunity to develop creative and critical thinking is crucial. In a context of information overload, the ability to distinguish truth from falsehood, to evaluate and analyse data is essential and indispensable. Thus, the person of the future must strive to understand the causes and consequences of what is happening. And here, it seems, we are not inventing something new. The human being of the future needs what the human being of today needs, namely the ability to think logically and systemically, to question and to analyse critically any information that is presented to him or her or that he or she finds. The current education/schooling system does not always respond to the most pressing needs and changes. In fact, it remains too standardised and does not allow for deviation from established norms, which is a definite hindrance to the development of creativity and criticality. So the fundamental issues remain the same for the future. What is the role of education in the development of the individual, society and civilisation? Why is the ability to acquire and transmit knowledge/information essential for human progress? Why is it important to continuously reflect on one's learning and to implement it fully? One thing is clear: the person of the future is an adaptable, globally minded and conscious and purposeful individual. The mission of education is to ensure that the person of the future is able to adapt and live in an ever-changing world full of uncertainties. It is of fundamental importance to educate the individual in various aspects, to provide not only knowledge but also a solid foundation of values. It is not the economy and technology that determine our present, let alone our future, but education/schooling. And it is not just a matter of preparing for a place in society, it is not just a matter of integrating into existing and established systems of activity, and it is not just a matter of educating the pragmatic consumer. Education is first and foremost the formation of the human being in and for humanity, it is self-development (self-education) and participation in the creation of a better and more perfect world. Keywords: artificial intelligence (AI), educational technologies, human being, schooling system

Innovative Learning Planning in the Pancasila Student Profile Strengthening Project in Islamic Religious Education in Madrasah Ibtidaiyah and Elementary Schools

This research aims to examine innovations in lesson planning within the context of the Project to Strengthen the Students Profile of Pancasila in Islamic Education at Madrasah Ibtidaiyah and Elementary Schools. Through a literature review method, the study identifies innovative strategies that can be applied to enhance the Pancasila student profile. The analysis includes educational theories, previous research, and the concept of the Pancasila student profile, along with its relevance to Islamic education at the elementary level. The findings indicate that innovations in lesson planning – such as using educational technology, project-based learning approaches, and integrating Pancasila values into the curriculum – can improve the effectiveness of teaching and learning. These findings have practical implications for educators in designing and implementing innovative teaching strategies to support strengthening the Pancasila student profile.

Integrating educational technology into Lesotho Secondary Religious Studies: A conceptual exploration of practical challenges and opportunities

The use of educational technology (Ed-tech) is becoming more prevalent in shaping teaching methods to meet the needs of modern learners. This study examines how Ed-tech is integrated into secondary Religious Studies classrooms in Lesotho, using the Technological Pedagogical Content Knowledge (TPACK) framework as a guide. By reviewing global literature, it looks at the opportunities and challenges of incorporating digital tools into Religious Studies, a subject aimed at developing social skills and moral values. Research suggests that technology can improve student engagement, critical thinking, and ethical reasoning through platforms like cloud-based learning and multimedia resources. However, Lesotho faces obstacles in implementing Ed-tech, including inadequate infrastructure, insufficient teacher training, and outdated educational policies, which leads to a digital divide, especially in rural areas with limited access to electricity and the internet. The study concludes that while Ed-tech has the potential to transform Religious Studies education, addressing these systemic barriers is crucial for effective implementation. It recommends improving technological infrastructure, providing professional development for teachers, updating curriculum policies to meet 21st-century requirements, and integrating digital literacy into the Religious Studies curriculum. Overcoming these challenges will not only bridge the digital divide but also enhance the teaching and learning of Religious Studies, equipping learners with skills to navigate the ethical and digital complexities of the modern world.

SCORE Model-Based Strategy Assessment for Fraction Learning Modules with Educational Technology

SCORE Model-Based Strategy Assessment for Fraction Learning Modules with Educational Technology

Technology-Enhanced Approaches for Teaching English to Law Students: Innovations and Best Practices

This research paper summarizes an investigation into technology-enhanced English language teaching for law students in Medellín, Colombia. It briefly outlines the study's objectives, methodologies, and key findings, focusing on the improved English language proficiency, legal communication skills, and increased student engagement and autonomy due to technology-enhanced learning. Background: The study addresses the importance of English language proficiency for law students in a global legal context and the challenges in teaching English to this group. It reviews relevant literature on technology in language learning, particularly in legal education, establishing the theoretical basis for the research. Materials and Methods: The paper describes a mixed-methods approach involving 40 law students in Medellín. It explains the use of questionnaires for quantitative data and interviews and observations for qualitative data, alongside the methods of data analysis and ethical considerations of the research. Results: Findings from questionnaires indicate positive student perceptions of technology in learning and improvements in language proficiency. Qualitative data from interviews and observations highlight enhanced legal communication skills and increased engagement and autonomy in learning due to technology use. Conclusions: The conclusion synthesizes the study's findings, underscoring the positive impact of technology in legal English education. It discusses the implications for educators and suggests integrating technology into the curriculum. The paper concludes with recommendations for future research, particularly in exploring effective technology-enhanced teaching strategies.

Interactive Technologies in Online Teacher Education in Africa: A Systematic Review 2014–2024

This systematic review investigates the integration of interactive technologies in online teacher education across Africa from 2014 to 2024. The study aims to identify the types of interactive technologies employed, the leading countries in regard to their adoption, and the outcomes of their usage on teacher training programs. Despite significant advancements, particularly in countries like Kenya and South Africa, the effectiveness of these technologies varies widely due to infrastructural, socio-economic, and policy-related challenges. The findings highlight the critical role of reliable information communication technology (ICT) infrastructure, culturally relevant content, and comprehensive training for educators in optimizing the use of interactive technologies. Additionally, the study emphasizes the need for greater policy coordination and collaboration among African nations to fully leverage these technologies. The review concludes that, while interactive technologies hold substantial potential in terms of transforming teacher education in Africa, sustained efforts are required to overcome the existing barriers and ensure equitable access to quality education across the continent.